Close
About
FAQ
Home
Collections
Login
USC Login
Register
0
Selected
Invert selection
Deselect all
Deselect all
Click here to refresh results
Click here to refresh results
USC
/
Digital Library
/
University of Southern California Dissertations and Theses
/
The failure to attract and hire Millennials and Gen Zs within the U.S. aerospace & defense industry creates workforce scarcity
(USC Thesis Other)
The failure to attract and hire Millennials and Gen Zs within the U.S. aerospace & defense industry creates workforce scarcity
PDF
Download
Share
Open document
Flip pages
Contact Us
Contact Us
Copy asset link
Request this asset
Transcript (if available)
Content
The Failure to Attract and Hire Millennials and Gen Zs Within the U.S. Aerospace &
Defense Industry Creates Workforce Scarcity
by
Jennifer A. Stefanović
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
December 2023
ii
© Copyright by Jennifer A. Stefanović 2023
All Rights Reserved
iii
The Committee for Jennifer A. Stefanović certifies the approval of this Dissertation
Susanne Foulk
Jennifer L. Phillips
Helena Seli, Committee Chair
Rossier School of Education
University of Southern California
2023
iv
Abstract
The U.S. Aerospace & Defense (A&D) industry has been undergoing a significant
transformation to meet 21st century demands since the early 2000s. This transformation includes
numerous changes, from limited U.S. government funding and changing market demands to
advancing technology and operating in an environment with the threat of near peer adversaries.
However, the industry’s most precious asset—its highly specialized workforce—remains scarce
and therefore a real threat to the United States and global economy, national defense and
security, technological advantage, global superiority, and American warfighter. Though some
progress has been made to close the diversity gap, there is still disparate representation including
age (generational), gender, and race. A qualitative study, which included interviews, was
conducted using Clark and Estes’ (2008) performance gap analysis framework, to better
understand the knowledge, motivation, and organizational influences that have contributed to the
generational gap, and therefore, potentially discouraging qualified Millennials and Gen Zs from
seeking employment in the A&D industry. Overall, the study found that while hiring manager
participants have knowledge of what is important to Millennials and Gen Zs when looking for a
place of employment, and are motivated to increase the percentage of Millennial and Gen Z new
hires, they lack the organizational support necessary to attract and hire these new generations to
A&D. Based on these overall findings, a number of recommendations were derived to address
the diversity gap, including age or the generational gap. These recommendations can be used by
the organization of study and the A&D industry as a point of reference to better understand how
to approach building a more inclusive workforce.
v
Dedication
To my loved ones, for always celebrating my accomplishments; I could not have achieved this
milestone without your encouragement, inspiration, and love. You motivate me to continue
pushing change for the greater good.
To the future U.S. leaders, especially immigrants, women, and people of color aspiring to be
change leaders, your resiliency fuels me to always lead with empathy and compassion.
“The person with dreams is more powerful than the one with all the facts.”
-Albert Einstein
vi
Acknowledgements
I would like to first recognize my dissertation committee, Dr. Jennifer Phillips, Dr.
Helena Seli, and Dr. Susanne Foulk, for their intellectual excellence throughout the doctoral
process. I had the pleasure of working with two dissertation chairs, Dr. Jennifer Phillips and Dr.
Helena Seli. Your leadership gave me the confidence to persevere… I sincerely thank you from
the bottom of my heart! Next, I would like to thank the professors and staff at the Rossier School
of Education and Cohort 12, your support and friendship made all the difference. Last but
definitely not least, my dear friends and mentors from the A&D industry, thank you for the life
lessons, believing in me, and cheering for me the whole way.
vii
Table of Contents
Abstract...........................................................................................................................................iv
Dedication........................................................................................................................................v
Acknowledgements ........................................................................................................................vi
List of Tables..................................................................................................................................ix
List of Figures.................................................................................................................................xi
List of Abbreviations.................................................................................................................... xii
Chapter One: Overview of the Study ..............................................................................................1
Background of the Problem.................................................................................................2
Importance of the Study ......................................................................................................5
Organizational Context and Mission ...................................................................................7
Organizational Goal.............................................................................................................8
Description of Stakeholder Groups...................................................................................10
Stakeholder Group for the Study.......................................................................................12
Purpose of the Project and Research Questions................................................................13
Overview of Theoretical Framework and Methodology ...................................................14
Definition of Terms...........................................................................................................15
Organization of the Dissertation........................................................................................17
Chapter Two: Review of the Literature.........................................................................................18
Historical Context of the A&D Industry ...........................................................................18
Workforce Generational Gap Within the A&D Industry ..................................................24
Key Challenges Facing A&D Industry in Achieving Workforce Diversity......................26
Reasons Underlying the Failure to Attract and Hire Millennials and Gen Zs...................39
Existing Strategies for Solving Workforce Scarcity Through Social Responsibility........46
Summary of Literature Review .........................................................................................52
viii
Clark and Estes’s (2008) Framework ................................................................................53
Hiring Managers’ Knowledge, Motivation and Organizational Influences......................55
Importance of Understanding Stakeholder KMO Influences............................................79
Chapter Three: Methodology ........................................................................................................80
Overview of Design...........................................................................................................80
The Researcher..................................................................................................................84
Data Sources......................................................................................................................85
Method: Interviews............................................................................................................85
Credibility and Trustworthiness........................................................................................92
Ethics.................................................................................................................................94
Limitations and Delimitations...........................................................................................97
Chapter Four: Findings................................................................................................................101
Interview Participants......................................................................................................102
Findings for Research Question 1 ...................................................................................105
Findings for Research Question 2 ...................................................................................142
Summary of Knowledge, Motivation, and Organizational Findings ..............................167
Chapter Five: Discussion and Recommendations.......................................................................170
Discussion of Findings: Addressing the Generational Gap.............................................170
Recommendations for Practice........................................................................................179
Recommendations for Future Research...........................................................................189
Conclusion.......................................................................................................................192
References ...................................................................................................................................195
Appendix A: Interview Protocol .................................................................................................210
ix
List of Tables
Table 1: Organizational Mission, Performance Goals, and Stakeholder Goal 9
Table 2: Knowledge Influences 60
Table 3: Motivation Influences 65
Table 4: DoD’s Mission and Strategy 74
Table 5: AD1 Inc.’s Organizational Performance Goals for the Workforce for
2022
75
Table 6: Organizational Influences 78
Table 7: Data Source 85
Table 8: Sample Record of Candidates for Research Participants 90
Table 9: Summary of Participants and Background 104
Table 10: Knowledge Influences and Interview Participant Findings 106
Table 11: Participants’ Demonstration of Assumed Declarative Knowledge
Influence
111
Table 12: Participants Demonstration of Assumed Procedural Knowledge
Influence
116
Table 13: Participants Demonstration of Assumed Metacognitive Knowledge
Influence
120
Table 14: Motivation Influences and Participant Findings 122
Table 15: Participants Demonstration of Assumed Task Value Motivation
Influence
126
Table 16: Participants Demonstration of Assumed Self-Efficacy Motivation
Influence
134
Table 17: Participants Demonstration of Assumed Attribution Motivation
Influence
141
Table 18: Organizational Influences and Participant Findings 143
Table 19: Participants Perception of Assumed Cultural Model Organizational
Influence
149
x
Table 20: Participants Perception of Assumed Cultural Setting 1 Organizational
Influence
154
Table 21: Participants Perception of Assumed Cultural Setting 2 Organizational
Influence
166
Table 22: Overall Findings for Knowledge, Motivation, Organizational
Influences
168
Table A1: Interview Protocol 206
xi
List of Figures
Figure 1: The Diversity Gap Within the U.S. A&D Industry Workforce 3
Figure 2: Key Stakeholders Dependency To Achieve Organizational Goals 12
Figure 3: Clark and Estes (2008) KMO Influences’ Framework 53
Figure 4: Hiring Managers’ KMO Influences to Assess Readiness and Capacity 79
Figure 5: Interactive Model of Applied Research Exploring Hiring Managers’
Capacity to Attract and Hire Millennials and Gen Zs
83
Figure 6: Hiring Managers Are Central to Closing the Diversity Gap 102
Figure 7: A Chief People Officer Focuses on People, the Culture, and a
Psychologically Safe and Supportive Work Environment
180
Figure 8 The Workforce of the Future Advisory Council Focuses Transforming
Organizational Practices to Enable Building a Talent Pipeline
184
xii
List of Abbreviations
A&D Aerospace and Defense
DoD Department of Defense
GPRAMA Government Performance and Results Act Modernization Act
HBCU Historically Black Colleges and Universities
KMO Knowledge, Motivation, Organizational
NASA National Aeronautics and Space Administration
NDBOP National Defense Business Operations Plan
NDS National Defense Strategy
PMA President’s Management Agenda
STEM Science, Technology, Engineering, and Mathematics
STEAM Science, Technology, Engineering, Art, and Mathematics
USD R&E Under Secretary of Defense for Research and Engineering
1
Chapter One: Overview of the Study
The U.S. aerospace and defense (A&D) industry experiences a workforce scarcity
problem due to the industry’s failure to attract and hire Millennials and Gen Zs as prospective
employees. The A&D industry has grown significantly as a world leader in the research,
development, manufacture, and operations of commercial and defense technology (Aerospace
Industries Association, 2021; Soshkin, 2016). It includes commercial and general aviation,
military aircraft, space systems, ground defense, and shipbuilding (Aerospace Industries
Association, 2021). Commercial aviation companies, such as Boeing and Airbus, estimate that
the demand for aircraft will grow twofold over the next 15 years (Evans, 2017). This economic
growth within the A&D industry would be significant for other sectors and industries as well,
such as the technology sector, healthcare sector, and high technology industry (Evans, 2017;
Hedden, 2017; McGunagle & Zizka, 2018; McGunagle & Zizka, 2020; Soshkin, 2016).
Given the depth and breadth of the industry, it has been considered the link between
business, globalization, politics, and fiscal policy (Soshkin, 2016). However, the A&D industry
is faced with the dilemma of hiring qualified workers, which are considered to be one of the most
highly specialized workforces, in order to meet the increasing demand for human capital
(American Aerospace, 2020; Evans, 2017; Hedden, 2017; McGunagle & Zizka, 2018;
McGunagle & Zizka, 2020). This study conducted a gap analysis to determine the potential
causes of this problem of practice of attracting and hiring Millennials and Gen Zs to the industry
with the objective of improving the workforce pipeline.
2
Background of the Problem
Several studies have suggested that replenishing the A&D industry’s workforce with
qualified and talented personnel has been problematic over the last decade (Evans, 2017;
Hedden, 2017; Landivar, 2013; McGunagle & Zizka, 2018; Melcher, 2017). The current labor
force is aging. Nearly 30% of workers are over the age of 55 and 10% over the age of 62 or
eligible to retire (Evans, 2017; Hedden, 2017; Melcher, 2017). Additionally, 46 is the average
employee age, and less than 23% are under the age of 35 (Evans, 2017). This implies that the
A&D industry may not have consistently hired Millennials over the last decade and more
recently Gen Zs, but these data also highlight that there is a significant difference in experience
and expertise between current senior personnel and their successors.
There are four generations within the current workforce, including Baby Boomers,
Generation X, Millennials, and Gen Zs, but workforce demographics, such as age, gender, and
race, are comparable to the workforce 30 years ago, showing no substantial improvement from a
diversity perspective (Hedden, 2017). Figure 1 provides an overview of the U.S. A&D industry
workforce based on age, gender, and race. These demographic factors are important to
understand as they were found to correlate with the A&D industry’s ability to create a steady
pipeline of science, technology, engineering, and mathematics (STEM)-qualified personnel to
succeed those that are retiring (Hedden, 2017; Landivar, 2013). McGunagle and Zizka (2020)
have also found that though STEM-qualified personnel have the appropriate content knowledge,
these personnel lack practical skills in a business setting, such as the ability to communicate
ideas, understanding corporate and personal ethics, developing social skills, and collaborating in
a diverse setting.
3
Figure 1
The Diversity Gap Within the U.S. A&D Industry Workforce
Note. This figure illustrates a diversity gap exists within the U.S. A&D industry workforce,
including age (generational), gender, and race. In terms of demographic cohorts, Baby Boomers
are 58 years of age and older, Generation Xs are between 43 years and 57 years of age,
Millennials are between 27 years and 42 years of age, and Gen Zs are between 12 years and 26
years of age. The figure was developed using information from multiple sources relative to age,
gender, and race including: Bidwell, 2014; Birch, 2013; Campbell, 2011; Evans, 2017; Hedden,
2017; Melcher, 2017; Women’s Bureau, n.d.
62 years+
10%
Over 55 years
30%
Under 35 years
23%
Unknown
37%
U.S. A&D Workforce
By Age
Men
75%
Women
25%
U.S. A&D Workforce
By Gender
Whites
66%
Blacks
11%
Latinx
15%
Other*
8%
Total U.S. Workforce/U.S. A&D Workforce
By Race
*Other: Asians, American Indians, Alaska Natives, Native
Hawaiians/other Pacific Islanders
The U.S. A&D INDUSTRY WORKFORCE BY AGE, GENDER, AND RACE
4
STEM education and programs are fundamental in preparing the next generation of talent
to support 21st century real-world demands, especially within the Department of Defense (DoD)
and the A&D industry (McGunagle & Zizka, 2020; Pellegrini, 2015). STEM graduates are
considered the benefactors of a nation’s economic and social prosperity (McGunagle & Zizka,
2020). Within the DoD, the Under Secretary of Defense for Research and Engineering,
established the DoD STEM office focused on STEM initiatives from primary (K-12) education
through post-graduate researchers (Gonzales & Kuenzi, 2012; Office of the Under Secretary of
Defense for Research and Engineering, n.d; Pellegrini, 2015). Furthermore, the A&D industry
has partnered with the Government to implement various STEM education programs to attract
new generations, such as Millennials and Gen Zs (McGunagle & Zizka, 2018; Melcher, 2017).
Recognizing the shortage of STEM expertise, the Obama Administration’s goal was to have one
million STEM graduates by 2022 (Handelsman & Smith, 2016; Xue, 2014). However, evidence
shows that of the roughly 15 million who have STEM degrees or are qualified to work in the
A&D industry, only 25% actually work in STEM-type positions (McGunagle & Zizka, 2018;
Melcher, 2017).
The disparity between the number of those with STEM degrees and the number of those
that truly work in STEM implies that STEM education is not the only gap causing industry
workforce scarcity. Research indicates that there are numerous challenges surrounding this
problem that could be related to knowledge, motivation, and organizational causes (Accenture,
2010; Birch, 2013; Campbell, 2011; Evans, 2017; Hedden, 2017; Landivar, 2013; Marren et al.,
2018; McGunagle & Zizka, 2018; McGunagle & Zizka, 2020). For example, industry culture is
an organizational element that would be an effective starting point to address the problem of
workforce scarcity (Accenture, 2010; Evans, 2017; Hedden, 2017; Wingerter & Ahn, 2020).
5
Findings have shown that leadership and cultural barriers are threats to future growth as it relates
to meeting workforce demands (Accenture, 2010; Wingerter & Ahn, 2020). Analyses have also
indicated that there is misalignment between Millennials’ espoused beliefs about working in the
A&D industry and their actual experiences (Wingerter & Ahn, 2020). Further, Dominik’s (2013)
study of the project management failures and successes within A&D showed a correlation
between leadership behaviors and organizational culture. The lack of people-centered leadership
and leader-follower accountability was common across multiple projects, significantly affecting
employee satisfaction (Dominik, 2013).
Importance of the Study
It is important to solve the workforce scarcity problem of practice for numerous reasons.
As a global innovator and producer of state-of-the art commercial and military aircraft, and
national defense and security technology, the A&D industry has the largest highly skilled and
well-paid workforces in the United States (“The Strength to Lift America: The State of the U.S.
Aerospace & Defense Industry,” 2016; Soshkin, 2016). Average wages and benefits are 46%
higher than the national average, driven by total industry revenue (“2020 Facts and Figures U.S.
Aerospace and Defense,” 2020; Soshkin, 2016). According to the Aerospace Industries
Association, in 2019 the A&D industry generated $909 billion in revenue and upheld 2.2 million
jobs (2020). This translates to a total tax revenue contribution of $63.6 billion available for
federal, state, and local programs (“2020 Facts and Figures U.S. Aerospace and Defense,” 2020).
The workforce has grown by 4.8% from 2018 to 2019, and employment opportunities
continue to grow tremendously due to increased demand driven by attrition (“2020 Facts and
Figures U.S. Aerospace and Defense,” 2020; Wingerter & Ahn, 2020). A&D industry executives
have widely acknowledged that the nearly 900,000 people who directly contribute to design,
6
build, and support of products are at risk of leaving because of attrition (retirement or separation)
without the appropriate successors in place (“Facts and Figures U.S. Aerospace and Defense,”
2017; Marren et al., 2018). Newstex Trade and Industry (2015) has estimated that by 2025, about
two million jobs will be unfulfilled due to an apparent skill gap between human capital and the
A&D industry’s workforce qualification needs.
Additionally, U.S. exports from the A&D industry have been the most prevalent among
all industries for the past decade (“2020 Facts and Figures U.S. Aerospace and Defense,” 2020;
Wingerter & Ahn, 2020). Foreign trade is key to a country’s economic development, and A&D
has the largest positive trade balance within the United States. (“2017 Facts and Figures U.S.
Aerospace and Defense,” 2017). From 2010 to 2016, U.S. exports from the A&D industry has
grown from 7.1% to 10.1% (Wingerter & Ahn, 2020). In 2019, $148 billion of goods and
services were exported across the globe (“2020 Facts and Figures U.S. Aerospace and Defense,”
2020).
The A&D industry is not only critical for the United States and global economy, it is vital
to maintain national defense and security, and protect the American warfighter (“2020 Facts and
Figures U.S. Aerospace and Defense,” 2020; Marren et al., 2018). The depth and breadth of the
industry also connects business, globalization, politics, and fiscal policy (Soshkin, 2016).
Workforce scarcity would impede the United States from developing technological innovations
necessary to support both domestic and international needs within national defense and security,
and commercial aerospace (Pellegrini, 2015). If the talent pipeline is not increased to meet the
demand, jobs may have to be outsourced to other countries, and the United States could lose
revenue and global superiority. Therefore, given the importance to the U.S. economy, national
defense and security, and more, if not resolved, there would be substantial long-term
7
implications (“2020 Facts and Figures U.S. Aerospace and Defense,” 2020; McGunagle & Zizka,
2020; Soshkin, 2016; “The Strength to Lift America: The State of the U.S. Aerospace & Defense
Industry,” 2016; Wingerter & Ahn, 2020).
Organizational Context and Mission
The A&D industry’s ability to resolve the workforce scarcity problem could impede
companies, such as AD1 Inc. (a pseudonym) from meeting commitments to provide customers,
including the DoD, with the most advanced and innovative solutions in aviation, space, and
defense. AD1 Inc. is one of the largest publicly traded A&D companies in the United States and
globally. Currently, there are nearly 7,500 requisitions open for various highly specialized roles,
which will steadily grow as the company continues to book new business and the rate of
employee attrition shows no improvement. The corporation has acknowledged that employee
attrition is prevalent and established a goal to reduce the current rate by 50% in 2022. AD1 Inc.
served as the organization of study for examining the problem of practice addressing workforce
scarcity.
The mass retirement of the Baby Boomer generation in the A&D industry requires
Millennials and Gen Zs to backfill important positions (Evans, 2017; Hedden, 2017; Wingerter
& Ahn, 2020). In a prevalent and mature digital era, the number of entry-, mid-, and senior-level
engineering opportunities have increased exponentially in multiple sectors and industries, such as
the healthcare sector, technology sector, and the A&D industry (Patel, 2015). These sectors and
industries compete for the same talent; however, recruiting for the A&D industry requires
significantly more effort to achieve similar hiring results as companies like Apple, Google, and
Netflix, leaving the A&D industry at a competitive disadvantage (Mitchell, 2019; Westphal,
2015).
8
Organizational leaders across the A&D industry have alluded that mediocre company,
industry, and sector images have stifled the pipeline for new talent (Mitchell, 2019). Though
imperative for organizations to hire the best suited candidates, it is similarly imperative for
applicants to appeal to those organizations (Chhabra & Sharma, 2012). Studies have shown that
there is a discrepancy between Millennials’ espoused beliefs about working in the A&D industry
and their actual experiences; incoming engineers desire careers within A&D expecting a ‘‘faster,
higher, farther’’ culture, but they report actually experiencing the opposite culture and become
frustrated, eventually leaving the industry (Evans, 2017; Wingerter & Ahn, 2020).
Organizational Goal
AD1 Inc. distributed its 2022 goals across the company based on interrelated objectives
involving the customer, its workforce, and social responsibility. Their goals were derived from
its overall mission to be an extraordinary organization that brings together a global team to push
the boundaries of science and reinvigorate ways to connect and protect the world, through
advancements and innovation in aviation, defense, and space. AD1 Inc.’s executive leadership
established and released these goals in the last quarter of 2021 during a leadership forum of
varying levels (middle, senior, and executive), openly acknowledging the need for strategic
change to meet the current industry environment, such as employee attrition, decreasing
customer budgets, evolving national defense and security needs, and increased competition by
commercial companies. As it relates to this workforce scarcity problem of practice and for the
purpose of this study, the focus was on the workforce and social responsibility related goals.
Table 1 provides a summary of AD1 Inc.’s mission and performance goals, and the hiring
managers’ goal.
9
Table 1
Organizational Mission, Performance Goals, and Stakeholder Goal
Organizational mission
Be an extraordinary organization that brings together a global team to push the boundaries of
science and reinvigorate ways to connect and protect the world, through advancements and
innovation in aviation, defense, and space.
Key performance goals
By the end of 2022, decrease attrition by 50%, achieve workforce growth targets, and earn an
average score of 75 (out of 100) from employee satisfaction surveys.
By 2030, achieve the following diversity, equity, and inclusion milestones: 50%/50%
representation by men and women; at least 30% representation by persons of color.
From 2023-2026, achieve the following social responsibility initiatives: increase university
partnerships from the current rate by 25%, and help the universities create curriculums that
address skill gaps; begin STEM partnerships with organizations focused on student
development, such as NAF and Girls Who Code.
Stakeholder goal
By the end of 2026, hiring managers will meet key diversity performance goals, including
age/generation, by attracting and hiring Millennials and Gen Zs.
AD1 Inc.’s overarching workforce goal is to be the highly regarded employer by
attracting, developing, and retaining remarkable talent that represents its customers and the
communities they operate in. Specifically, the organization’s key performance goals are that by
the end of 2022, it will reduce attrition by 50%, achieve workforce growth targets, and earn an
average score of 75 (out of 100) from employee satisfaction surveys. Additionally, by 2030,
AD1 Inc. will achieve the following diversity, equity, and inclusion milestones: 50%/50%
representation by men and women; and at least 30% representation by persons of color. For
10
social responsibility, AD1 Inc.’s primary goal is to perform and be recognized as an
Environment, Social, and Governance leader by investors, employees, customers, and the
broader community. In particular, the organization’s key performance goals are from 2023-2026,
they will achieve the following social responsibility initiatives: increase university partnerships
from the current rate by 25%, and help the universities create curriculums that address skill gaps;
and begin STEM partnerships with organizations focused on student development, such as NAF
(formerly known as National Academy Foundation) and Girls Who Code activate.
It is important to assess AD1 Inc.’s performance against these workforce and social
responsibility goals for many reasons. If the organization does not achieve its goals, it risks not
being able to deliver on its customer commitments and meet financial plans. Delivering on its
customer commitments plays a vital and substantial role in protecting the nation. Similarly,
meeting its financial objectives enables the organization to continue employing its highly skilled
staff and participating in social responsibility initiatives such as STEM education programs.
Evaluating AD1 Inc.’s performance will facilitate stakeholders to collect formative data that can
be used to measure their progress towards goals that will attract, hire, develop and retain
remarkable talent.
Description of Stakeholder Groups
There are several stakeholder groups that would both contribute to and benefit from AD1
Inc. achieving its performance goals, including the following: C-level leadership, hiring
managers (middle, senior, and executive leaders), current and potential new generation
employees such as Millennials and Gen Zs, and customers. These four stakeholder groups are
interrelated and dependent upon each other, and all would need to engage with each other
proactively, often, and consistently. As the primary owner and champion of driving strategic
11
change, C-level leadership has a key and critical role to establish and communicate the
overarching goals and associated performance goals, model behaviors that align to the change
initiatives, and provide the necessary resources, and tracking progress.
Hiring managers (middle, senior, and/or executive leaders) are the next line of leadership.
They possess the tactical, and in some cases strategic, responsibilities to implement the
organization’s goals and objectives. They develop and establish milestones towards progressing
and meeting the employee and social responsibilities key performance goals. They also work
directly with their teams that will perform the associated tasks and duties to accomplish
organizational goals.
Current and potential new generation employees, as well as the customers of AD1 Inc.
are the main reasons why the organization has identified the need for change and is undergoing
transformation. Without active participation by both current and potential new generation
employees and customers, change would be unlikely and unsuccessful. As future successors and
leaders, listening to and understanding the perspectives of current and potential new generation
employees is fundamental to influence how the organization measures progress and makes
adjustments. Similarly, customers are central to the success or failure of AD1 Inc. and the A&D
industry at large. Figure 2 illustrates the key stakeholders and dependency upon each other to
achieve organizational performance goals.
12
Figure 2
Key Stakeholders Dependency To Achieve Organizational Goals
Stakeholder Group for the Study
The collaboration between all stakeholder groups would contribute to achieving the
overall workforce and social responsibility organizational goals and key performance goals.
However, for practical purposes, the hiring managers (middle, senior, and/or executive leaders)
were selected as the focus of this study. Additionally, as leaders of the organization that are
empowered to hire and fire candidates, they subtly embed and perpetuate their beliefs, values,
and assumptions during the selection of new members (Schein, 2017). This is a powerful yet
unconscious means to embed culture into an organization, as hiring managers more often recruit
candidates who are very similar to current members with respect to character, expectations,
values, and beliefs.
C-level Leadership
Hiring Managers
(Middle, Senior, and
Executive Level
Leaders)
Current and Potential
Millennials & Gen Z
Employees
Customers
STAKEHOLDERS ARE ACCOUNTABLE TO EACH OTHER TO ACHIEVE PERFORMANCE GOALS
Primary owner
accountable for driving
strategic change;
responsible for providing
environment to enable
performance
Leaders with tactical and/or
strategic responsibilities to
influence/implement plans
to achieve performance
goals
Future successors and
leaders fundamental to
workforce growth, driving
need for change
Ultimate benefactor,
responsible for mission
success, central to the
success/failure of A&D
industry, driving need for
change
13
It is essential to evaluate the hiring managers’ current capacity as it relates to executing
day-to-day processes towards the organization’s goals specific to improving employee
satisfaction and enhancing social responsibilities. This includes understanding their current
views, values, and behaviors, which also influences growth and performance. It was the
organization’s goal that by the end of 2022, hiring managers would help meet key performance
goals by attracting and hiring Millennials and Gen Zs. If the organization is unsuccessful, there
would be an impact to the organization’s ability to fulfill its customer commitments which plays
a substantial role in protecting the nation. This would also have an effect on meeting its financial
objectives which enables the organization to employ its nearly 200,000 workforce and lead social
responsibility initiatives such as STEM education programs.
Purpose of the Project and Research Questions
The purpose of this study was to explore and understand hiring managers’ (middle,
senior, and/or executive) capacity to attract and hire Millennials and Gen Zs in the A&D
industry. A comprehensive evaluation would have included multiple stakeholders; however, for a
more pragmatic approach, this analysis focused on hiring managers (middle, senior, and/or
executive leaders). The analysis employed the Clark and Estes (2008) gap analysis framework to
explore knowledge, motivation, and organizational influences as they relate to achieving the
stakeholder goal of attracting and hiring Millennials and Gen Zs.
The research questions used to guide this study include the following:
1. What are the hiring managers’ knowledge and motivation related to attracting and
hiring Millennials and Gen Zs?
2. How do the organizational and external influences impact hiring managers’ capacity
to attract and hire Millennials and Gen Zs?
14
Overview of Theoretical Framework and Methodology
Clark and Estes (2008) gap analysis framework, focused on the knowledge, motivation,
and organizational influences—was used to conduct this study. In particular, the framework was
used to evaluate and determine how performance can be improved to attract and hire Millennials
and Gen Zs, with the objective of improving the talent pipeline. Based on the principles of the
Clark and Estes (2008) gap analysis framework, this problem of workforce scarcity in the A&D
industry was assessed using knowledge, motivation, and organizational influences that may
impact the hiring managers within a single organization, AD1 Inc. Literature reviews indicated
that the problem is primarily organizational in nature, which entails alignment, culture, and
change. Work processes, material resources, value chains and value streams are key for
organizational performance, but the most important element of the organizational gap is culture
as it can improve or impede performance (Clark & Estes, 2008). Culture is considered a work
process since it determines how individuals will collaborate to accomplish organizational goals
(Clark & Estes, 2008).
Given the complexity of evaluating the current culture of the A&D industry, the
methodology for research was qualitative, and framed around interpretivism and constructivism
paradigms of inquiry. Interpretivism and constructivism entail assessing multiple perspectives
and experiences from diverse groups of people to understand the culture of an organization
(Creswell & Creswell, 2018; Thornhill et al., 2019). The hiring managers came from a range of
departments within A&D to account for differing experiences and perceptions. The axiology of
this study is value-bound as values and ethics played a critical role for those that participated in
the qualitative research, including the researcher’s perspective and interpretation (Thornhill et
al., 2019). Gathering qualitative data by interviewing the hiring managers provided real-world
15
perspectives that significantly contributed to understanding their current capacity for change and
achieving organizational goals and objectives related to attracting and hiring Millennials and Gen
Zs within the A&D industry.
Definition of Terms
This section provides terms and definitions used in this study.
• Aerospace & Defense industry refers to organizations that provide the research,
development, manufacture, and operations of defense technology; the industry includes
commercial and general aviation, military aircraft, space systems, ground defense, and
shipbuilding (Aerospace Industries Association, 2021).
• Attrition is the loss of employees within an organization for any reason, including
voluntary or involuntary resignation, retirement, and termination (Negi, 2013).
• Baby Boomers is the demographic generation after the Silent generation and prior to
Generation X; in general, it includes those that are born from 1946 to 1964, during the
post-World War II baby boom (Hartman-Stein & Potkanowicz, 2003).
• Department of Defense (DoD) is America's largest government agency that traces back to
pre-Revolutionary times; provides military forces needed to deter war and ensure the
nation's security (U.S. Department of Defense, n.d.).
• Generation X is the demographic generation after the baby boomers and prior to the
millennials; in general, it includes those that are born from 1965 to 1979 (Markert, 2004;
Reisenwitz & Iyer, 2009).
• Gen Z is the demographic generation after millennials and prior to the generation alpha;
in general, it includes those that are born from 1996 to 2010; most are children of
generation X (Deloitte Global, 2021).
16
• Girls Who Code is an international non-profit organization whose objective is to close the
gender gap between men and women in technology, and change the persona of what in
general a programmer looks like and performs (Girls Who Code, n.d.).
• Historically Black Colleges and Universities (HBCU) refers to U.S. higher education
institutions founded prior to the Civil War to provide educational access and opportunity
to the Black community, but did not restrict access to other groups of people (Brown &
Ricard, 2007).
• Millennials is referred to the demographic generation after generation X and prior to Gen
Z; in general, it includes those that are born from 1980 to 1996; they are children of baby
boomers and early generation X; most are parents of generation alpha (Deloitte Global,
2021).
• NAF (formerly known as National Academy Foundation) is national network of
education, business, and community leaders who work collectively to ensure high school
students are college, career, and future ready (NAF, 2023).
• National Defense Strategy (NDS) is the strategy to provide for the common defense of the
United States (U.S. Department of Defense, n.d.).
• STEM refers to educating students in science, technology, engineering, and mathematics;
knowledge and content that is essential for multiple sectors and industries; includes
individuals in a STEM occupation and individuals with a STEM degree (Xue, 2014; Xue
& Larson, 2015).
• STEAM refers to educating students in science, technology, engineering, art, and
mathematics (Arik & Geho, 2017; Zakaria, 2015).
17
Organization of the Dissertation
This dissertation is organized in five chapters. Chapter 1 introduces the workforce
scarcity in A&D problem of practice, explains why it is important to solve the problem, provides
an overview of the organizational context and stakeholders, and briefly describes the purpose and
theoretical framework for the study. Chapter 2 primarily reviews the literature in connection with
the workforce scarcity in A&D problem of practice, describing a synthesis of topics that emerged
during the process. These topics include the following: historical context, workforce generational
gap, key challenges, underlying causes, and existing strategies to address the problem. Secondly,
chapter 2 provides an overview of the Clark and Estes (2008) gap analysis framework that was
used for this study, identifying the knowledge, motivation, and organizational influences that
were studied to understand the gaps that may impede the hiring managers from attracting and
hiring Millennial and Gen Z new hires. AD1 Inc. Chapter 3 outlines the study methodology and
details how the study was conducted. Chapter 4 describes the qualitative results from the
participant interviews for the hiring managers’ assumed knowledge, motivation, and
organizational influences, which uncovered overall gaps and assets for the workforce scarcity
problem. Lastly, based on the findings of the study, chapter 5 provides the recommendations for
practice with suggestions on improving organizational performance within AD1 Inc., in order to
achieve the goal of closing the generational gap. The recommendations could be generalized to a
limited extent and used to apply to the A&D industry at large.
18
Chapter Two: Review of the Literature
This literature review covered a number of topic areas that emerged from the review
process. These topic areas include the following: historical context, workforce generational gap,
key challenges facing the A&D industry in achieving diversity, reasons underlying the failure to
attract Millennials and Gen Zs within the A&D industry, and existing strategies for solving the
problem. Although the literature presented here has been grounded in a variety of contexts, this
review focused primarily on the literature’s application to the A&D industry’s failure to attract
and hire Millennials and Generation X, creating workforce scarcity.
Historical Context of the A&D Industry
Within the last century, the U.S. economy has evolved from agriculture to
industrialization to a digital- and information-rich era (Xue, 2014). Advances in technology have
changed the way information and knowledge are consumed and used for everyday living. The
impact that the A&D industry has had in high technology advances and society at large is
tremendous. Historically, A&D has generally been known for developing general aviation and
military capabilities, however, unbeknownst to the general public, the industry is the origin of
numerous innovations, ranging from hearing aids and microwave ovens to the internet, e-mail,
and global positioning system (GPS); these inventions were developed by the A&D industry’s
highly skilled STEM workforce (Arik & Geho, 2017; Xue, 2014).
Industry Overview
The A&D industry is a prominent leader in developing advanced technology and
capabilities for commercial and general aviation, military aircraft, space systems, ground
defense, and shipbuilding (Aerospace Industries Association, 2021). Based on 2019 revenue, the
industry is valued at around $909 billion (Aerospace Industries Association, 2020). In 2020,
19
there were two million employees in the workforce, representing 1.4% of all employment in the
United States (Aerospace Industries Association, 2021). The average annual compensation and
benefits is about $105K, which when compared to the national average is approximately 41%
higher than the national average across all industries (Aerospace Industries Association, 2021).
STEM education and programs are fundamental to support the A&D industry workforce (Arik &
Geho, 2017; McGunagle & Zizka, 2020; Pellegrini, 2015; Xue, 2014; Xue & Larson, 2015). The
A&D industry has played a substantial role in building and maintaining a healthy U.S. economy
and is considered one of the few remaining industries with manufacturing still taking place
within the United States. (Aerospace Industries Association, 2021; Soshkin, 2016). Given the
depth and breadth of the industry, A&D has been found to connect and impact business,
globalization, politics, and fiscal policy (Soshkin, 2016).
Commercial and general aviation is the largest segment of the industry providing various
aircraft, jets, helicopters, unmanned aerial vehicles, and avionics systems (Aerospace Industries
Association, 2021). This segment has been considered a duopoly with Boeing and Airbus as the
primary competitors for large jetliners (Evans, 2017; “Key Credit Factors For The Aerospace
And Defense Industry,” 2014). Commercial aircraft is a key enabler for global mass
transportation of people and goods (Soshkin, 2016). The demand for commercial and general
aviation has been cyclical with large peaks and drops over time (“Key Credit Factors For The
Aerospace And Defense Industry,” 2014). This is due to airlines drastic buying behaviors—they
over-order during economic growth but they cancel those orders during an economic decline
(“Key Credit Factors For The Aerospace And Defense Industry,” 2014).
The remaining industry segments—military aircraft, space systems, ground defense, and
shipbuilding—represent the defense side of the A&D industry (Aerospace Industries
20
Association, 2021). Generally, defense is dominated by a few companies, such as Lockheed
Martin Corporation, RTX, The Boeing Company, Northrop Grumman Corporation, and General
Dynamics Corporation. The military aircraft segment includes the production of a wide range of
aircraft, including fighter jets, bombers, helicopters, unmanned aerial systems, and associated
specialized systems, such as radars and reconnaissance and surveillance systems (Aerospace
Industries Association, 2021). The space systems segment has become the foundation of U.S.
national defense and security, and substantially contributes to the modern economy by providing
launch vehicles, satellites, space vehicles, space payloads and sensors, and ground infrastructure
for both commercial and government use (Aerospace Industries Association, 2021; Olson et al.,
2021). Ground defense includes a wide variety of ground-based vehicles and systems for the
U.S. warfighter and armed forces, such as armaments; ordinance; small and light arms; tanks;
tactical vehicles; and associated communications, computers and electronics (Aerospace
Industries Association, 2021). The shipbuilding segment provides military seagoing vessels, such
as submarines, destroyers, aircraft carriers, and amphibious assault and transport ships
(Aerospace Industries Association, 2021).
Some notable achievements by the A&D industry include the Wright Brothers’ first
powered flight in 1903; space research by Robert Goddard in the 1920s; landing a man on the
Moon; the Jeep; GPS; the internet; and email, laying the groundwork for other technology
innovations that have benefitted the general public, such as computers, telecommunications, and
advancements in medicine (Aerospace Industries Association, 2021; Fahey, 2015). The A&D
industry was previously considered one of the most exciting and rewarding industries to work in
(Aerospace Industries Association, 2021; Evans, 2017; Fahey, 2015;). However, findings have
indicated that this perception has since deteriorated, and the A&D industry has been perceived to
21
be hierarchical, slow, dominated predominately by men, and restrictive, requiring revitalization
(Accenture, 2010; Evans, 2017; Hedden, 2017; Marren et al., 2018; Mitchell, 2019).
Startup companies, such as SpaceX, Virgin Galactic, and Blue Origin, founded by high
technology entrepreneurs Elon Musk, Richard Branson, and Jeff Bezos, respectively, signify the
beginning of the A&D industry revitalization (Olson et al., 2021). In April 2021, SpaceX was
awarded a contract by the National Aeronautics and Space Administration (NASA) for the
Artemis Human Lander System, which will land the first woman and first person of color on the
Moon (Olson et al., 2021). In July 2021, Virgin Galactic and Blue Origin founders successfully
set flight to space, creating a demand for the suborbital tourism market (Olson et al., 2021). In
September 2021, SpaceX launched Inspiration4, the first orbital tourist flight, and Axiom Space
was selected the first private space crew for International Space Station tourism, which will be
sent off next year (Olson et al., 2021). These recent achievements have laid the groundwork to
revive the A&D industry.
Companies operating in the A&D industry have relied heavily on revenue from airlines,
and government spending, including from the U.S. military, which has been plentiful for many
decades (Soshkin, 2016). The commercial and general aviation, and defense segments differ with
respect to trade, innovation, competition, and consolidation trends (Soshkin, 2016). Rising
demand for air travel and unpredictable gasoline costs have increased the demand for new
commercial aircraft, resulting in an uptick of commercial aerospace revenue (Evans, 2017;
Soshkin, 2016). To the contrary, military and government spending have begun to decrease,
resulting in a reduction to revenue earned from defense products and services (Dehoff et al.,
2013; Soshkin, 2016). These changing market conditions, including growing demand for air
travel, decreased government spending, the COVID-19 pandemic, and new market entrants has
22
led the A&D industry to undergo significant transformation (Dehoff et al., 2013; Evans, 2017;
Fahey, 2015; Olson et al., 2021; Saffo, 2021; Soshkin, 2016).
Industry Transformation
Though the A&D industry had begun to undergo a revitalization due to changing market
conditions as a result of sequestration dating back to 2013, the COVID-19 pandemic beginning
in December 2019 has forced a profound transformation. This transformation has included
downturns to upswings, accelerated and eliminated trends, innovations, and new market entrants
(Dehoff et al., 2013; Evans, 2017; Fahey, 2015; Olson et al., 2021; Saffo, 2021; Soshkin, 2016).
The commercial and general aviation segment has remained the largest source of revenue for the
A&D industry (“Key Credit Factors For The Aerospace And Defense Industry,” 2014; Soshkin,
2016). Recent growth was predominantly driven by increased demand for large commercial
aircraft due to an uptick in global air passenger travel, and airline recapitalization of newer, more
fuel efficient planes (Evans, 2017; “Key Credit Factors For The Aerospace And Defense
Industry,” 2014; Saffo, 2021; Soshkin, 2016).
Traditionally, national gross domestic product growth, trade, and a boost in per capita
wealth in emerging markets and countries is an indication of a healthy economy (“Key Credit
Factors For The Aerospace And Defense Industry,” 2014; Soshkin, 2016). With greater
consumer incomes comes greater spending, increasing the amount of global air passenger travel,
resulting in increasing commercial aerospace revenue (Soshkin, 2016). Global air travel in
particular has started an astounding recovery along with the fluctuations of the COVID-19
pandemic (Saffo, 2021). This recovery symbolizes the beginning of a transformation to the air
travel environment ecosystem, expected to be similar to the transformations that ensued when air
travel was first unveiled in the 1950s (Saffo, 2021).
23
On the other hand, the demand for defense or military products and services is primarily
driven by government spending (Dehoff et al., 2013; “Key Credit Factors For The Aerospace
And Defense Industry,” 2014; Soshkin, 2016). The amount of government spending is dependent
upon on the level of national security threats, state of foreign affairs, and fiscal policies (“Key
Credit Factors for the Aerospace and Defense Industry,” 2014). Defense spending rises
substantially during major conflicts such as the war in Afghanistan, and tends to drop by 25-35%
as major conflicts wind down (Dehoff et al., 2013; “Key Credit Factors For The Aerospace And
Defense Industry,” 2014; Soshkin, 2016). Fiscal policy changes have also led to fluctuations in
spending (Olson et al., 2021; Soshkin, 2016). For example, current space science and technology
budgets are insufficient to maintain national security needs, causing various space agencies to
explore commercial offerings (Olson et al., 2021). Commercial startup companies, such as
SpaceX, have significantly influenced and changed how the government acquires defense
products, like space systems, cyber security, and systems for unmanned vehicles (Olson et al.,
2021; Soshkin, 2016).
Dating back to the early 1970s, the A&D industry was formed under the guise of various
government laws and regulations, such as military specifications (Blank, 2018; Dehoff et al.,
2013). Consequently, companies operating in the industry have complied, and are accustomed to
complex business models, capital intensive facilities and infrastructure, and significant
associated costs (Blank, 2018; Dehoff et al., 2013). However, with changes to market demands,
level of national security threats, and fiscal pressures, the government has enacted multiple
measures to reduce costs for development and production by modernizing the way it does
business (Blank, 2018; Dehoff et al., 2013; Fahey, 2015; Olson et al., 2021; Soshkin, 2016). By
establishing firm affordability constraints, pushing for transparency and collaboration, creating
24
partnership-like relationships, reducing acquisition policies, and minimizing military
specifications, the government has challenged mature A&D industry companies to change their
behaviors and lowered barriers of entry for startups (Blank, 2018; Dehoff et al., 2013).
This change in the way the U.S. government does business signifies an apparent cultural
shift that the A&D industry was ill prepared for, and the industry has continued to struggle with
shifting business models, simplifying processes, providing technical capabilities more rapidly at
lower prices, and changing behaviors to align with the U.S. government’s modernization
initiatives (Blank, 2018; Dehoff et al., 2013). Implementing changes to achieve the government’s
modernization initiatives have led to various studies within the A&D industry to better
understand its most important asset—the workforce (Hudson, 2021; Wingerter, 2019; Wingerter
& Ahn, 2020). An aging workforce, changing labor demographics, and population projections
have impacted the A&D industry’s ability to maintain a competitive workforce, forcing cultural
change (Dmytriv, 2018; Johnson, 2013; Johnson-Oliver, 2014; Soshkin, 2016).
Workforce Generational Gap Within the A&D Industry
Several studies have indicated that replenishing the aging A&D industry workforce with
qualified and talented personnel has been problematic to achieve over the last decade, which has
led to a generational gap (Dmytriv, 2018; Evans, 2017; Hedden, 2017; Johnson, 2013; Landivar,
2013; Melcher, 2017; McGunagle & Zizka, 2018). Recent research shows that 30-40% of the
workforce is 55 years or older and eligible to retire (Baby Boomers), 46 is the average employee
age (Generation X), and less than 23% are young professionals under the age of 35, which
consists of two generations: Millennials and Gen Zs (Evans, 2017; Hedden, 2017; Melcher,
2017; Newstex Trade and Industry, 2015). This implies that the A&D industry may not have
consistently hired young professionals over the last couple of decades to meet the hiring and
25
promotion needs driven by the retiring Baby Boomer generation or general attrition.
However, these data also highlight the conceivable disparity of culture, values, and
behaviors between Baby Boomer and Generation X predecessors, and Millennial or Gen Z
successors. Findings have shown that there is a discrepancy between Millennials and Gen Zs
espoused beliefs about working in the A&D industry and their actual experiences (Hudson, 2021;
Wingerter, 2019; Wingerter & Ahn, 2020). Incoming engineers desire careers within A&D
expecting a ‘‘faster, higher, farther’’ culture, but they have reported experiencing the opposite
culture and become frustrated, eventually leaving the industry (Wingerter, 2019; Wingerter &
Ahn, 2020). Research conducted by Mercer Consulting on the retention of Millennials within the
A&D industry have indicated that 44% are considering leaving for other opportunities outside of
the industry (Hudson, 2021). Hudson’s (2021) research of the Millennial generation working in
the A&D industry highlighted that retaining Millennials for longer than two years has been a
substantial problem for numerous organizations.
Hudson’s (2021) study provided insight into the type of culture, values, and behaviors
that Millennials favor in an organization. Millennials are more attracted to organizations with
diverse workforces and benefits that can accommodate multiple generations (Hudson, 2021).
They value cultures that understand, accept, and appreciate differences, such as age, race,
ethnicity, gender, and sexual orientation (Hudson, 2021). Organizations that prioritize personal
growth initiatives, such as work/life balance, continuing education, work flexibility, and
competitive compensation packages also topped the list (Hudson, 2021). On the other hand,
research shows that employers, which include heritage Baby Boomers and Generation X,
perceive that while new generations are prepared with STEM knowledge and content, they lack
21st century employability skills for the workplace, such as self-motivation, verbal
26
communication, problem-solving, and being proactive (McGunagle & Zizka, 2020). Therefore,
the workforce generational gap is not only about age and experience; this gap is also about
culture, values and behavior. Though not the only factor, understanding multiple generational
perspectives is fundamental to attracting and cultivating a diverse talent pool.
Key Challenges Facing A&D Industry in Achieving Workforce Diversity
As the U.S. workforce demographic continues to change at a rapid pace, minority groups
are turning into the majority challenging leaders to achieve diversity, equity and inclusion within
their organizations (Stevens et al., 2008). Diversity represents the extent that an organization is
heterogeneous as it relates to individualities and personas (Stevens et al., 2008). Embracing
differences in culture, values, and behavior is an opportunity for organizations to compete for
talent, and a necessity to transform their business into the 21st century. Analyses have suggested
that some of the key challenges associated with the A&D industry achieving workforce diversity
include STEM qualifications, skills gap, and achieving social responsibility initiatives.
STEM Qualifications
Science, technology, engineering, and mathematics (STEM) consists of a wide range of
career fields from computer programming to medicine, and varying levels of education from
bachelor to doctorates in areas like mathematics and biology (Xue, 2014; Xue & Larson, 2015).
STEM qualifications and capabilities have been critical to form a strong scientific workforce
across many sectors and industries (Xue, 2014; Xue & Larson, 2015). Traditionally, STEM was
regarded as career fields in electrical and mechanical engineering, but the term has expanded to
include work in medicine, science education, social sciences, and blue-collar manufacturing
(Xue, 2014). It may be apparent that STEM education directly correlates to STEM career
opportunities, such as in the high technology sector, healthcare sector, and the A&D industry.
27
However, it is important to reiterate the significance and explain the implications that STEM has
on the workforce, innovation, technological advancements, and economy.
STEM education has been the main source and considered a core competency for the
STEM workforce (Arik & Geho, 2017; Gonzales & Kuenzi, 2012; McGunagle & Zizka, 2020;
Pellegrini, 2015). The STEM workforce has been identified as the primary resource of
innovations, entrepreneurial endeavors, economic competitiveness, and to sustain national
security (Arik & Geho, 2017; Pellegrini, 2015; Xue, 2014; Xue & Larson, 2015). Similarly, the
success and dominance of a country’s economy has been tightly connected to progressions in
scientific research, engineering, and technological advancements (Xue, 2014). Research has
indicated that there is a shortage of STEM qualified workers (Arik & Geho, 2017; Kuenzi, 2008;
Gonzales & Kuenzi, 2012; McGunagle & Zizka, 2020; Xue & Larson, 2015). To the contrary,
research has also found that there is a surplus of STEM-qualified candidates, or STEM-qualified
to work in the A&D industry but do not seek opportunities within the A&D workforce (Arik &
Geho, 2017; Cardador et al., 2021; Xue & Larson, 2015).
Shortage of STEM Workforce
STEM-qualified employees have been increasingly in demand by both the public and
private sectors across the United States, though the supply is insufficient to meet the demand
(Arik & Geho, 2017; Byko, 2007; Pellegrini, 2015; Patel, 2017; Xue, 2014; Xue & Larson,
2015). Within the public sector, the U.S. government has scarcities in specialty areas, such as
doctorates in nuclear engineering and electrical engineering, and credentials in cybersecurity and
intelligence (Xue, 2014). The private sector experiences scarcities in various positions across a
range of specialties, such as data scientists and software engineers (Xue, 2014). A study
conducted by technology recruiting firm Randstad Engineering in 2015 showed there were over
28
130,000 engineering job openings to fill across the United States. Based on the number of
qualified engineering candidates, this number equates to an average of 17 openings per candidate
(Patel, 2015). It has been widely acknowledged that there is a shortage of qualified STEM labor
to support the U.S. economy (Arik & Geho, 2017).
Findings have indicated that the scarcity of STEM-qualified workers could be attributed
to a decrease in the number of students pursuing STEM education (Ariks & Geho, 2017;
Cardador et al., 2021; Kuenzi, 2008; Gonzales & Kuenzi, 2012; Xue & Larson, 2015). U.S.
international test scores in math and science have shown a decline (Arik & Geho, 2017).
Analysis of 10 years of data for the number of postsecondary degrees earned in the United States
showed that he percentage of STEM degrees has remained constant at 17%, but the number of
postsecondary STEM degrees earned in several other competing nations has increased
dramatically (Kuenzi, 2008). The United States is no longer considered the leader in STEM
education, ranking 20th of all nations for 24-year-olds that achieve degrees in science or
engineering (Kuenzi, 2008).
Notably, the National Academies’ 2005 report entitled “Rising Above the Gathering
Storm” emphasized several concerns, including: low retention rates within STEM, diminishing
enrollment of U.S. citizens in science and engineering graduate programs, and lower percentages
of STEM graduates compared to those of other economically developed nations (Byko, 2007;
Xue & Larson, 2015). A key recommendation from the report was to improve science and
mathematics education in grades K-12 in order to encourage STEM higher education (Byko,
2007; Xue & Larson, 2015). These findings and concerns are still relevant several years later as
reemphasized in other research, including a 2012 report by the U.S. Congress Joint Economic
Committee (Xue & Larson, 2015). The committee has noted that today’s STEM workforce has
29
not met the demand for both STEM and non-STEM occupations (Xue & Larson, 2015).
Given these findings, the United States has begun a movement to initiate numerous
programs to improve STEM education (Arik & Geho, 2017; Gonzales & Kuenzi, 2012;
Pellegrini, 2015; Xue & Larson, 2015). As indicated by the President’s Council of Advisors on
Science and Technology, the number of undergraduate STEM degrees earned on a yearly basis
within the United States would need to be increased by 34 percent in comparison to the current
rates in order to meet the estimated demand for STEM workers (Xue & Larson, 2015).
Accordingly, the U.S. government has been committed to funding and enacting legislation to
support STEM initiatives from pre-school through graduate/post-doctoral education (Gonzales &
Kuenzi, 2012; Hedden, 2017). More than half of the funding was allocated to postsecondary
initiatives, and the balance was distributed between K-12 programs and graduate/postdoctoral
fellowships (Gonzales & Kuenzi, 2012). However, research shows that STEM education
initiatives are more critical during primary and secondary education and not postsecondary
education (Hedden, 2017; Arik & Geho, 2015). Seventy-seven percent of young professionals
currently in the A&D industry indicated that they were inspired within STEM by specific
experiences during K-12 (Hedden, 2017).
During the Obama administration, the Educate to Innovate program was established to
encourage public-private partnerships and inspire students to consider careers in STEM (Arik &
Geho, 2017; Xue & Larson, 2015). Within the DoD, the Under Secretary of Defense for
Research and Engineering established the DoD STEM office focused on STEM initiatives from
primary (K-12) education through post-graduate researchers (Office of the Under Secretary of
Defense for Research and Engineering, n.d; Pellegrini, 2015). Other entities outside of the U.S.
government, such the media, have also initiated STEM programs to stimulate students’ interest
30
in STEM (Arik & Geho, 2017). Regrettably, with respect to improving U.S. international test
scores in math and science or increasing interest in STEM degrees, data has shown that progress
has been slow (Arik & Geho, 2017). The United States has continued to underachieve in STEM
and is still striving to strengthen STEM education and programs (Arik & Geho, 2017).
Organizations across the United States have been burdened with finding STEM-qualified
candidates for STEM roles, and as a result, those roles remain unfilled or are filled with under
qualified staff (Arik & Geho, 2017). Therefore, this indicates that the ability to recruit
Millennials and Gen Zs into STEM education correlates with the A&D industry’s ability to
recruit Millennials and Gen Zs.
Surplus of STEM Workforce
In comparison to the literature presented previously, research has also indicated that there
is a surplus of STEM-qualified workers in the United States, or STEM-qualified to work in the
A&D industry but do not seek opportunities within the A&D workforce (Arik & Geho, 2017;
Xue, 2014; Xue & Larson, 2015). The supply and demand of STEM-qualified workers was
found to differ based on market, location, and U.S. citizenship (Xue, 2014; Xue & Larson, 2015).
For example, the demand for candidates with mechanical engineering doctorates has not been the
same as the demand for those with bachelor’s degrees in mechanical engineering, and the supply
of workers with doctorates in the biomedical sciences has been different from the supply of those
with doctorates in physics (Xue & Larson, 2015). Additionally, STEM labor in public or private
higher education has been in general in excess of the demand, such as surpluses of chemistry and
physics graduates (Xue & Larson, 2015). This coincides with other evidence provided by
Rutgers University indicating that 50% of those with STEM degrees actually pursue STEM
careers; unfortunately, there is an abundance of scientists at the doctorate level due to
31
insufficient research funding (Arik & Geho, 2017).
Though STEM labor for the U.S. government and private sectors have been scarce or
insufficient to meet the demand, data shows that the shortage is for certain locations and for
specific fields, such as nuclear and electrical engineering at the doctorate level who are U.S.
citizens (Xue & Larson, 2015). Further research has inferred that STEM-qualified workers have
not been choosing careers in STEM within the industries seeking their background, and those
that have chosen careers in STEM wind up resigning to pursue completely different
opportunities outside of STEM fields, such as in finance or business (Arik & Geho, 2017;
Cardador et al., 2020; Landivar, 2013). STEM graduates with roles in their field of study have
cited that they frequently encounter impediments progressing in their careers, causing them to
seek other opportunities outside of STEM (Arik & Geho, 2017; Evans, 2017; Wingerter & Ahn,
2020).
To gain a deeper understanding of surplus STEM talent, evidence has shown that the best
approach is to divide and examine the labor market by discipline, skill levels, and sectors (i.e.,
academia, Government, and private) (Xue, 2014). Broadly, U.S. science and engineering college
graduates have pursued varied occupations such as computer and mathematical scientists;
physical and related scientists; social and related scientists; biological, agricultural,
environmental and life scientists; and engineers in the academia, Government, and private
sectors (Xue, 2014). When using these factors, results indicate that there is a substantial disparity
in the supply and demand, ultimately pinpointing whether and where there are actual STEM
labor shortages (Xue, 2014). Findings have shown that over 70% of engineers and computer and
mathematical scientists work at for-profit organizations, such as in the A&D industry, in to
comparison to 30% of biological, agricultural, environmental, and life scientists (Xue, 2014).
32
According to prominent demographer, Dr. Michael S. Teitelbaum, evidence has indicated
that there are more science and engineering graduates in the United States than the number of
appealing jobs available in the workforce (Xue & Larson, 2015). In addition, demographer Dr.
B. Lindsay Lowell, and science and engineering labor researcher, Dr. Harold Salzman, have
presented evidence highlighting the disparity in the percentage of those with bachelor’s degree in
STEM that are not employed in STEM occupations (Xue & Larson, 2015). Findings have shown
that in the United States, only one out of two students with a STEM degree is employed in
STEM (Xue & Larson, 2015). Cheeseman and Martinez (2021) further reported that less than a
third (28%) of those with STEM degrees actually have STEM occupations. Additionally, for
those with computer science degrees, 32% cited that they were not employed in information
technology since they were unable to find job (Xue & Larson, 2015). It is apparent that there is a
STEM career achievement gap, which has been linked to the ability to achieve diversity, equity
and inclusion (Birch, 2013; Cardador et al., 2020; Campbell, 2011; Evans, 2017; Gandhi, 2020;
Hedden, 2017; Landivar, 2013; Melcher, 2017; Smith, 2020).
Diversity, Equity, and Inclusion Gap: Age, Gender, and Race
Diversity factors, such as age, gender, and race, are found to correlate with the ability to
create and maintain a steady pipeline of STEM-qualified personnel. Particularly, research has
indicated that achieving diversity, equity, and inclusion goals continues to be a key challenge for
the A&D industry (Birch, 2013; Cardador et al., 2020; Campbell, 2011; Evans, 2017; Gandhi,
2020; Hedden, 2017; Landivar, 2013; Melcher, 2017; Smith, 2020). The current workforce
consists of the following four generations: Baby Boomers, Generation X, Millennials, and Gen
Zs. In spite of this, the demographics, such as age, gender, and race, are similar to the workforce
30 years ago, showing no substantial improvement from a diversity perspective (Gandhi, 2020;
33
Hedden, 2017; Smith, 2021). Diversity is considered the core of an organization and key
resource to drive change built upon the highest potential of their employees, individually and
collectively (Stevens et al., 2008). The following sub-sections assessed age, gender, and race in
relation to this workforce scarcity problem.
Age (Generational)
Based on data collected from an anonymous organization within the A&D industry, a
significant percentage of the organization’s most experienced staff have planned to retire as soon
as they reach the pension-eligible age (Hudson, 2021). Within the A&D industry, pension
benefits are based on the employee’s age and years of service, but typically ranges from 55-65
years of age. Research has found that employee attrition in the A&D industry has resulted in
imminent loss of knowledge due to the lack of transition management strategies (Pilla, 2011).
This finding correlates with other research highlighting that the retention of Millennials working
in the A&D industry for longer than two years has been a substantial problem for numerous
organizations (Hudson, 2021). Employers have struggled to retain their high potential
employees, such as Millennials, for longer than two years of employment, compared to tenured
employees with at least a decade of employment (Yaeger & Sorensen, 2016). Therefore,
employee retention, which in this problem of practice can be considered synonymous with hiring
of Millennials and Gen Zs, is critical in order for organizations to continue growing. The
abundance of knowledge of more senior staff would be lost to organizations if not taught to the
incoming workforce (Goldstein et al., 2017).
Gender
Gender parity in the A&D industry has historically been and continues to be an issue.
Though progress has been made to close the gender gap for management and executive
34
leadership levels across Fortune 500 companies, considerable inequality still exists, including in
the A&D industry (Gandhi, 2020; Torpey, 2017). It is important to understand the history and
progression of gender parity within the U.S. labor force and STEM labor force, in relation to
how women have progressed in their careers from when they enter the labor force up to if/when
they reach executive leadership positions. These are key considerations for the A&D industry to
explore in order to close the gender gap.
Within the total U.S. labor force, in 2020 men accounted for 53% of the labor force while
women accounted for 47%, which on average have been the same figures for the past 20 years
(Women’s Bureau, n.d.). Of the total number of management occupations across multiple sectors
and industries, in 2016 women made up about 40%. (Torpey, 2017). However, the percentage of
women in C-level and other types of prominent roles, such as in U.S. Congress, diminishes
significantly. In 2021, the number of women in the 117th U.S. Congress is a record high with
27.1% that hold House of Representatives seats and 24% that hold Senate seats (Catalyst, 2021).
As of the January 2022 S&P 500 list, there are currently 32 women, or 6.5% in CEO positions at
those S&P 500 companies, which is a decrease from 2020 as there were 37 women or 7.4% in
CEO positions (Catalyst, 2022).
Moreover, women are extremely underrepresented in STEM disciplines. In 2019 women
constituted only 27% of the STEM labor force (Women’s Bureau, n.d.). Of the female STEM
labor force, 15% were engineers, 26% held computer occupations, 45% were life and physical
scientists, 47% held math occupations, and 61% were social scientists Women’s Bureau, n.d.).
Given the dependency on STEM for the A&D industry workforce, gender parity in STEM has
been found to correlate with gender parity in the A&D industry.
35
Within the A&D industry, workforce gender parity has been a more complex and
enduring challenge for the past 30 years (Gandhi, 2020; Hedden, 2017; Smith, 2021). Of the
A&D industry workforce, men accounted for 74% while women accounted for 26% (Birch,
2013; Campbell, 2011). Of those qualified with science and engineering degrees, 31% of men
compared to 15% of women actually pursue careers in STEM (Landivar, 2013). Specifically for
engineers in the A&D industry, women only constitute 11% of the total number of engineers
(Zimovan, 2014). This indicates that while women pursue STEM education, their motivation to
pursue STEM-based fields diminishes (Cardador et al., 2020).
Progress has been made for women advancing to supervisory and middle management
roles, however, women in decision-making or executive level roles, such as at the C-level is still
uncommon. Men have remained dominant, occupying the majority of these types of roles. Some
examples of women progressing include the following: Dr. Wanda Austin, former President and
CEO of the Aerospace Company from 2008-2016; Marilyn Hewson, former chairwoman,
president, and CEO of Lockheed Martin Corporation from 2013-2020; Phoebe Novakovic,
chairwoman and CEO of General Dynamics since 2013; and Kathy Warden, president and CEO
of Northrop Grumman Corporation since 2019. Though these examples are notable career
advancements in the A&D industry, much more substantial effort still remains to close the
gender gap.
Race
According to the Women’s Bureau (n.d.), the labor force consisted of 77.4% Whites,
12.6% Blacks, 18% of Latinx, and 10% for all others to include Asians, American Indians,
Alaska Natives, Native Hawaiians, and other Pacific Islanders in 2020. This coincides with
findings that the A&D industry continues to be predominately Whites (Hedden, 2017). Blacks
36
and Latinx have continued to be severely underrepresented in STEM employment, such as in the
A&D industry (Birch, 2013; Campbell, 2011; Landivar, 2013). However, research has suggested
that Blacks and Latinx are less likely to choose degrees in science or engineering, which are
required for most A&D industry positions (Birch, 2013; Campbell, 2011; Landivar, 2013).
Further studies, however, have indicated that since Blacks and Latinx are more likely to fund
their college education with student loans, this influences their decision to pursue STEM degrees
(Hedden, 2017). Historically Black Colleges and Universities (HBCU) have STEM-qualified
Black graduates that are prepared for the workforce (Johnson-Oliver, 2014). With respect to
engineering students, Whites, specifically men, were most interested in pursuing careers in the
A&D industry compared to less than 50% of Blacks, Asians, and women combined (Hedden,
2017). Of college-educated STEM workers 29% were foreign-born, and U.S.-born STEM
workers were to a lesser extent have a STEM-major compared to foreign-born counterparts (69%
vs 81%) (Cheeseman & Martinez, 2021). This evidence seems to present an opportunity to
increase the number of minorities or foreign-born candidates in STEM, including Asians, Blacks,
and Latinx.
Skills Gap
In a mature era of continually growing technology, the number of opportunities have
increased exponentially in multiple sectors and industries, such as the A&D industry (Patel,
2015). Science has been the basis and enabler for these technological advances, transforming
everyday normal activities, such as telling time and communications (Xue, 2014). However,
studies have suggested that students are not prepared with the skills that are necessary to
effectively transition into full-time role positions, such as in STEM roles (Johnson, 2013;
Maxwell et al., 2009; McGunagle & Zizka, 2020; Wingerter & Anh, 2020). The rate of
37
technological advances has outpaced the rate that STEM students are ready to assume roles held
by their seniors, increasing the skills gap even more (Johnson, 2013).
McGunagle and Zizka’s (2020) research concluded that while new generations are
prepared with specific knowledge and content, they lack 21st century employability skills for the
workplace, such as self-motivation, verbal communication, problem-solving, and being
proactive. Employability skills can vary based on the employer and their workforce needs,
ranging from personal qualities to core capabilities; in general, they are those business skills that
can be used in any occupation at any level and are transferable to any organization (Maxwell et
al., 2009). STEM graduates in particular were found to be under prepared with employability
skills, and STEM education programs were found to under value the need for those
employability skills (McGunagle & Zizka, 2020). Though, there has been on-going debate
regarding who is accountable for preparing students with the proper employability skills, the
educational institutions or the employers (Johnson, 2013; Maxwell et al., 2009; McGunagle &
Zizka, 2020). Johnson (2013) has argued that the lack of workforce readiness is due to the lack
of training and apprentice programs that employers eliminated dating back to the 1990s.
Other research has concluded that some STEM-based occupations need candidates with
broad skills to help cultivate a supportive and inclusive work environment (Arik & Geho, 2017;
Sansone & Schreiber-Abshire, 2011). For instance, anthropologists have been hired to work in
Wall Street and framed finance from a more cultural angle, thus providing a different bigger
picture perspective (Arik & Geho, 2017). Steve Jobs and Admiral Grace Hopper are a few
examples of renowned leaders that have both STEM and humanities backgrounds (Arik & Geho,
2017). Proponents of expanding STEM education have contended that humanities and liberal arts
should be included, and STEM should be changed to science, technology, engineering, art, and
38
mathematics, or STEAM (Arik & Geho, 2017). Zakaria (2015) cited that supplementing STEM
with art would encourage the understanding of culture and politics, a fundamental aspect of the
human condition. Orzel (2015) further expanded this perspective citing that the interest in how
things work comes naturally from the human condition, and science is the process by which to
resolve these curiosities or make new discoveries.
Historically, engineers, scientists, or scholars have been found to value an organizational
culture of individualism versus collectivism (Sansone & Schreiber-Abshire, 2011). However,
studies have shown that organizations, including those in the A&D industry, are shifting to a
more collaborative environment, seeking candidates that have the best potential to work well
within a team (Sansone & Schreiber-Abshire, 2011). The A&D industry has urged educational
institutions to incorporate curriculum that teaches soft skills, such as understanding how to work
in teams, business ethics, professionalism, and regulatory affairs (Wingerter & Anh, 2020).
Other research has linked the skills gap to the lack of interest in STEM programs of study
(Johnson 2013; Cardador et al., 2020). Qualitative studies have found that students perceived that
in order to be an engineer, one had to be outstanding in science and mathematics (Johnson,
2013). Additionally, students also perceived that in order to do well and progress in engineering,
proficiency in mathematics, chemistry, and science are required (Johnson, 2013). In another
study, women cited that they perceive occupations related to mathematics and science as
undesirable, foreseeing that there would be gender bias (Cardador et al., 2020). These types of
biases or perspectives can affect an individual’s motivation and self-efficacy, further widening
the skill gap. Therefore, though students may be interested in STEM, they may prefer and pursue
other fields of study where they would not experience such biases.
39
Reasons Underlying the Failure to Attract and Hire Millennials and Gen Zs
The outlook of the A&D industry is dependent upon how the industry attracts, hires, and
cultivates a skilled workforce (Cutcher-Gershenfeld et al., 2003). Delving deeper into the
literature with respect to the key challenges associated with the A&D industry achieving
workforce diversity have also provided insight into the underlying reasons that the industry has
failed to attract and hire Millennials and Gen Zs. These underlying reasons include the
following: organizational culture, gender bias and inequality, and understanding the needs of
Millennials and Gen Zs—signifying the need for strategic transformation, namely a cultural
climate shift.
The U.S. government began this cultural climate shift when modernization initiatives
were implemented at the onset of sequestration in 2013, and the industry has been undergoing
dramatic change since then. However, research also indicates that developing a 21st century
workforce within the A&D industry has been a concern since the early 2000s (CutcherGershenfeld et al., 2003; Rappaport et al., 2003; Tuggle, 2005). This coincides with the
timeframe that the oldest Millennials were in or started to enter higher education institutions,
suggesting that leaders anticipated workforce gaps.
Organizational Culture
There are several aspects of industry culture that have made it challenging to attract, hire,
and retain talent. Culture encompasses multiple factors, ranging from behaviors and espoused
values to group norms and embedded skills—essentially, everything that a group or organization
has learned over time and adapts as their modus operandi (Schein, 2017). Culture is the keystone
of an organization, driving effectiveness, leadership, and governance, or lack thereof; likewise,
enables change, progress, growth, and success (Kezar & Eckel, 2002). Given the history and
40
depth of the A&D industry, for this study’s context, various aspects of the industry’s culture,
including behavior and embedded skills, were explored. A number of studies conveyed that
organizational culture correlate to the A&D industry’s workforce growth or lack of growth to
(Cutcher-Gershenfeld et al., 2003; Defense & Aerospace Week, 2010; Evans, 2017; Marren et
al., 2018). Cultural behaviors and norms can create barriers to the extent that potential candidates
avoid certain industries or organizations.
Given the close tie of the A&D industry and the U.S. government, A&D corporations
have understandably adopted numerous U.S. government regulations, including higher quality
requirements, military specifications, lengthy product development cycles, acquisition
regulations, and hierarchical organizational structures into their own business processes (Evans,
2017). Understanding how to work in an environment with these complexities not only requires a
highly skilled and capable workforce, but one that is willing to learn and operate in an
environment of checks and balances. These are some of the cultural norms that heritage A&D
employees, namely Baby Boomers and Generation Xs, have learned, adapted to, and accepted
from years of industry experience and skill development.
However, this is no longer the case for newcomers like the Millennials and Gen Zs that
may not necessarily desire working in a rigid and structured environment. Incoming engineers
that pursue careers within the A&D industry anticipate a ‘‘faster, higher, farther’’ culture, but
have indicated they experience the opposite culture, become frustrated, and ultimately leave the
industry (Wingerter, 2019; Wingerter & Ahn, 2020). These differences in desired working
environments by Baby Boomers and Generations Xs versus Millennials and Gen Zs highlights
that organizational culture creates a barrier to attract and hire new talent. The A&D industry has
essentially been able to rely on the passion and commitment of the existing workforce to achieve
41
goals and objectives, without initiating a strategy to maintain and build these principles for
newcomers (Cutcher-Gershenfeld et al., 2003).
Marren et al. (2018) further suggest that over the last few decades the pipeline of talent
primarily responsible for A&D research and development has been stagnant due to the inability
of leaders to keep the workforce fully engaged as well as consistently attracting new generations
of employees. As a subset of the larger A&D workforce, those engaged in research and
development efforts are the cornerstone of innovation—discovering concepts, validating
research, creating technological capabilities, and maturing products required for system
development and production (Marren et al., 2018). The A&D industry has a long history of
innovation ultimately driven by a small number of experts supported by a large talented
workforce (Aerospace Industries Association, 2021; Fahey, 2015; Cutcher-Gershenfeld et al.,
2003; Arik & Geho, 2017; Xue, 2014). However, an innovative culture begins with building a
diverse workforce, yet minorities are severely underrepresented. Additionally, an innovative
culture is driven by behaviors such as inclusivity, creativity, autonomy, and allowing employees
to fail, which the A&D industry has struggled to do, given the industry’s extensive history of
embedded checks and balances.
A qualitative study conducted by Accenture (2010) described that leadership behaviors
are threats to future growth of the A&D industry, specifically workforce demands over the next
10 years. Specifically, 67% of executives that responded to the study question their company's
ability to develop future leaders (Accenture, 2010). This correlates with the fact that 63% do not
believe their company is prepared to address human capital needs (Accenture, 2010). The study
also highlights that companies within the industry have been accustomed to control-oriented
leadership styles and top-down organizational structures, which are unsuitable for the changing
42
business environment (Accenture, 2010). As the A&D industry undergoes transformation to
align with the U.S. government’s modernization initiatives, leadership behaviors that are more
collaborative, transparent, and inclusive in nature would be more valuable.
The A&D industry workforce overall is challenged by several cultural factors, including
STEM qualifications, ever-changing computational tools, unstable Government budgets, strong
outside competition for skilled workers, uncertain future, mergers/acquisitions, and hierarchical
organization structures (Cutcher-Gershenfeld et al., 2003; Evans, 2017; Marren et al., 2018; Xue,
2014; Xue & Larson, 2015). These factors make it a daunting culture to work and thrive in, not
only for the current workforce, but for potential candidates as well. Likewise, typically requires
an invariably skilled and capable workforce that understands and is willing to manage these
intricacies. Career opportunities and challenges are inevitably driven by personal choice, but
given the positive or negative impact organizational culture has on an individual’s career, it
becomes the deciding factor to choose one organization over another (Marren et al., 2018).
Gender Bias and Inequality
It is widely known that since women started entering the workplace, they have and
continue to experience gender bias and inequality. Statistically, women have more higher
education degrees compared to men, and account for nearly half of the total U.S. labor force
(Smith, 2021; Women’s Bureau, n.d.; Xiang et al., 2017). Women have earned 57% of
bachelor’s degrees, 60% of master’s degrees, and more than half of doctorates (Xiang et al.,
2017). However, they are still severely underrepresented, especially in management roles,
STEM, the A&D industry, and C-level positions (Bidwell, 2014; Cardador et al., 2020; Landivar,
2013). Though women account for 47% of the workforce, only about a quarter are in the A&D
industry (Bidwell, 2014; Birch, 2013; Campbell, 2011; Women’s Bureau, n.d.).
43
Socio-cultural barriers have significantly hindered women from entering and advancing
in the workforce. Dating as far back as ancient Greece and Aristotle, women were deemed
subordinate, delicate, and not intelligent enough to take on prominent roles (Smith, 2021). As
child-bearers, society regarded women as primary household caretakers and thus subservient to
men and their families (Smith, 2021). Women were commonly considered weak with little
power, and not suitable for authority or decision-making types of roles (Appelrouth & Edles,
2016). Consciously and unconsciously, women have been socialized to take on the primary
parent and caregiver role (Appelrouth & Edles, 2016). Innately, women chose to bear children
and raise a family, and it was less common for women to pursue a career. These socio-cultural
factors seem to be the genesis of profound gender roles and de facto embedded norms, resulting
in systematic gender bias and inequality.
Due to labor shortages during war more women began to enter the workplace (Smith,
2021). Prior to World War I, most women in the workplace held occupations related to making
apparel, food, or tobacco goods (Women’s Bureau, n.d.). Throughout World War I, women
started occupying various industry and manufacturing positions; although, they were steered to
roles in household services, secretarial, and factory work (Women’s Bureau, n.d.). In 1920,
women made up approximately 20% of the total labor force, and to protect the welfare of women
the U.S. Department of Labor established The Women’s Bureau (Women’s Bureau, n.d.). As the
sole federal agency chartered to advocate for women in the workplace through public policy, the
Women’s Bureau has forged ground-breaking policies and programs since its inception, ranging
from creating standard working conditions to contending discrimination (Women’s Bureau, n.d.).
This includes delving into women’s employment in war industries, namely the A&D industry,
dating back to the 1940s, which resulted in modifications to state labor laws for women, and
44
paved the way to examine women’s employment opportunities in other industries, such as
healthcare, social work, and STEM (Women’s Bureau, n.d.).
Despite the progress made by The Women’s Bureau, studies on modern society suggest
that traditional gender roles are still prominent today, and women still experience resistance in
the workplace when pursuing various roles, especially in STEM (Bidwell, 2014; Cardador et al.,
2020; Smith, 2021; Women’s Bureau, n.d.). Studies further assessed the gender gap in STEM
careers and found that women regard math- and science-based disciplines uninviting because
they foresee gender bias, cold organizational cultures, and lack of inclusion (Bidwell, 2014;
Cardador et al., 2020). Women that have strong interest in STEM prevail to earn STEM degrees,
however, not all of them continue in STEM because they anticipate gender bias, and recognize
that there are other opportunities outside of STEM where they will fit in and feel accepted
(Cardador et al., 2020). Research has shown that STEM is considered masculine, and therefore it
would be unnatural for women to pursue, persist, and dedicate mental effort to STEM education
and careers (Garrett-Howard, 2012). Even a womanly appearance may mistakenly indicate that
women are not fitting for science (Gandhi, 2020; Smith, 2021).
These sensitivities culminate in A&D, which is known as a male dominated industry
primarily build upon STEM. Gandhi (2020) conducted further research within one of the top
A&D corporations to better understand the types of barriers that women experience to achieve
leadership roles. Some of the key findings from the study included the following: expectation for
women and minorities to prove themselves above and beyond their male counterparts, and
unlikely to earn roles unless quotas were established; cutthroat industry with expectation to be at
work or be available everyday all hours of the day; expectation to embrace masculine behaviors
such as brash, foul language, insistent, and self-absorbed; tendency for senior leaders to choose
45
those that looked similar to them; and women were conditioned to react to apprehension
(Gandhi, 2020). Women also recognize that they have choices in other fields where they unlikely
to experience such bias, resulting in a surplus of STEM-qualified women (Cardador et al., 2020).
Therefore, women are actually interested in STEM and the A&D industry, but feel discouraged,
less motivated, less confident, and/or low self-efficacy given the likelihood of gender bias,
inequality, and discrimination.
Understanding Views, Values, and Behaviors of Millennials and Gen Zs
There are numerous studies on Millennials and Gen Zs to better understand their views,
values, and behaviors, especially as they relate to the U.S. workforce. Millennials represent the
demographic cohort born from 1980 to 1995; they have lived through both the analog and digital
ages when access to the internet and email became available to the public, and social media
made its debut (Deloitte Global, 2021). Gen Z is the demographic cohort born from 1996 to 2010
during the peak of the digital era that included prevalent internet and social media use (Deloitte
Global, 2021). Though Millennials and Gen Zs have different views, values, and behaviors, these
cohorts have had internet platforms and social media that enabled sharing information and
influencing decisions on a global scale (Deloitte Global, 2021). These dynamics have formed
their views, values, behaviors, including voicing opinions and questioning clout (Deloitte Global,
2021). The COVID-19 pandemic, politics, and other movements, such as climate change and
racism (e.g., Black Lives Matter) has further intensified their views, values, and behaviors
(Deloitte Global, 2021).
The amount of turnover for Millennials in the A&D industry is high, showing an average
of under two years (Hudson, 2021). This correlates with the finding that of working Millennials,
43% expected to change jobs within two years and 28% planned to stay in the same job more
46
than five years (Jacoby, 2021). Since Gen Zs are just entering the workforce, there was no
research data available regarding their turnover in the A&D industry or in general. Millennials
and Gen Zs are resilient in several ways; they are known to be more tenacious, outspoken, and
unafraid to question and disrupt the status quo (Deloitte Global, 2021). These new generations
are more apt to speak up about racial and gender discrimination and sexism, and truly believe in
the power of individuals to drive change (Deloitte Global, 2021). Millennials and Gen Zs look
for organizations that align with their personal values, and will avoid or leave an organization
when they conflict (Deloitte Global, 2021, Hudson, 2021; Jacoby, 2021). To attract and retain
Millennials and Gen Zs, employers would need to offer competitive pay, ensure strong employee
engagement, and have a diverse organizational culture (Deloitte Global, 2021; Hudson, 2021;
Jacoby, 2021). Of these values, organizational diversity at all levels, including at the executive
and senior leadership levels, is of utmost importance to Millennials and Gen Zs (Deloitte Global,
2021; Hudson, 2021; Jacoby, 2021).
However, of those Gen Zs that have entered the workforce 61% indicated that they would
leave their current job within two years if offered other opportunities (Jacoby, 2021). Therefore,
understanding the views, values, and behaviors for multiple generations is a crucial factor to
build and maintain diverse A&D workforce. Attracting Millennials and Gen Zs into the A&D
workforce is not only a fundamental opportunity, it is a necessity for the industry.
Existing Strategies for Solving Workforce Scarcity Through Social Responsibility
Literature has suggested that workforce scarcity in the A&D industry has been lingering
problem for the past few decades (Dmytriv, 2018; Evans, 2017; Hedden, 2017; Johnson, 2013;
Landivar, 2013; Melcher, 2017; McGunagle & Zizka, 2018). Numerous studies have examined
the problem of workforce scarcity in the A&D industry from multiple perspectives, with the
47
diversity gap at the heart of the research, or as the common finding (Birch, 2013; Cardador et al.,
2020; Campbell, 2011; Evans, 2017; Gandhi, 2020; Hedden, 2017; Landivar, 2013; Melcher,
2017; Smith, 2020). Various studies also provide different recommendations to approach various
A&D workforce issues focused essentially on transforming organizational culture through social
responsibility initiatives (Gandhi, 2020; Johnson, 2013; Johnson-Oliver, 2014; Maxwell et al.,
2009; McGunagle & Zizka, 2018; Smith, 2021; Wingerter, 2019; Wingerter & Anh, 2020). As
an overarching strategy, incorporating social responsibility initiatives enables closing the
workforce diversity gap, including the generational gap, gender bias and inequality, and racial
discrimination—inherently resolving workforce scarcity (Gandhi, 2020; Johnson, 2013; JohnsonOliver, 2014; Maxwell et al., 2009; McGunagle & Zizka, 2018; Smith, 2021; Wingerter, 2019;
Wingerter & Anh, 2020).
Historically, social responsibility initiatives were extracurricular humanitarian or
charitable endeavors that were not part of fundamental business practices (Auld et al., 2008).
Today, social responsibility is multifaceted and incorporated into an organization’s fundamental
business practices, and about foregoing profits in the interest of the environment and society,
including avoiding practices that may have adverse impacts on the environment (Auld et al.,
2008; Bénabou & Tirole, 2010; Halkos & Nomikos, 2021). Social responsibility is cultural,
involving multiple initiatives that entail how an organization responds to their impact on the
public at large as it relates to environmental, economic, and social interests (Auld et al., 2008;
Bénabou & Tirole, 2010; Halkos & Nomikos, 2021).
An ideal social responsibility approach would consist of multiple economic,
environmental, and societal interests that drive employee productivity, customer loyalty, positive
brand recognition, and mutual cooperation with society (Halkos & Nomikos, 2021). This
48
approach is grounded in the belief that employees, customers, and societal well-being is
important to an organization (Halkos & Nomikos, 2021). As a compelling force of organizational
competitive advantage, strategy, and culture, the depth and breadth of social responsibility is
expansive; initiatives range from behavioral, such as environmental-friendly, responsiblysourced, sustainable, and ethically mindful, to partnerships for worthy causes, such as STEM,
Girls Who Code, university partnerships, HBCUs, and women’s rights (Bénabou & Tirole, 2010;
Halkos & Nomikos, 2021).
Closing the Diversity Gap
Partnering with organizations focused on closing the achievement gap for the benefit of
underrepresented groups, such as minorities in STEM and women in leadership, is a viable social
responsibility approach to confront the A&D workforce scarcity problem. Johnson-Oliver (2014)
examined this problem from the perspective of how executing STEM programs at HBCUs and
the America Creating Opportunities to Meaningfully Promote Excellence in Technology,
Education, and Science (COMPETES) Act impacts socially responsible diversity management in
the A&D industry. Socially responsible diversity management merges legal and social
commitments to foster organizational performance and equity, and is an opportunity for the
A&D industry to incorporate a culture that champions equality and social justice (JohnsonOliver, 2014). Simultaneously, building strategic STEM education partnerships with universities,
like HBCUs, would have a mitigating effect on enduring societal racial bias and discrimination
against Blacks and other minorities, and cultivate a pipeline of diverse candidates suitable for the
A&D industry (Johnson-Oliver, 2014).
Similarly, Gandhi (2020) and Smith (2021) examined gender bias within the A&D
industry to gain the perspective of women in leadership roles, and the barriers they have faced
49
progressing in their careers, presenting the issue as socially driven. It was discovered that the
topic of gender equality is seldom or if ever taught in K-12, or primary and secondary education;
additionally, in higher education, sexual harassment training seemed to be the sole gender
equality topic in core course of study requirements (Gandhi, 2020). However, the mind is
developed and one’s thinking begins at infancy (Alexander et al., 2009), which connects with
Gandhi’s (2020) assertion that women’s rights should be taught and advocated for at the onset of
primary education. Alexander et al. (2009) finding that development of the mind and thinking
begins in early childhood also correlates with Smith’s (2021) finding that women have been
consciously and unconsciously conditioned at an early age to take on the role as the primary
caregiver, resulting in an unconscious decision to sacrifice their own career aspirations.
Therefore, it is important to teach women about the multitude of opportunities, such as in
STEM, liberal arts, and key leadership roles, to inspire interests other than as a primary
caregiver. This presents an opportunity for the A&D industry to partner with organizations
chartered to close the gender gap starting from a young age, such as Girls Who Code and NAF
and up to maturity, such as Catalyst, and the Women’s Bureau. The impact is two-fold,
cultivating a pipeline of qualified women for workforce, and fulfilling societal interests for
gender parity.
Addressing Employability Skills Gap
Employers expect graduates to have and demonstrate employability skills that can be
applied to their organizations, though studies (Johnson, 2013; Maxwell et al., 2009; McGunagle
& Zizka, 2018; Wingerter, 2019) show that graduates are not prepared and these needs are not
being met. This discrepancy presents a gap between what students are learning in higher
education and what employers are actually looking for in new graduates (Maxwell et al., 2009;
50
McGunagle & Zizka, 2018). Employability skills are generally those achievement skills or
personal attributes that can be used in any occupation at any level and are transferable to any
organization (Johnson, 2013; Maxwell et al, 2009; McGunagle & Zizka, 2018).
Graduates prepared with employability skills are more apt to find employment and grow
successfully in their select occupation, benefiting themselves, employers, communities, and
society as a whole (Maxwell et al., 2009; McGunagle & Zizka, 2018). Researchers argue that
higher education institutions are responsible for preparing with employability skills, though other
studies lean towards the employers as the responsible party (Johnson, 2013; Maxwell et al.,
2009; McGunagle & Zizka, 2020). Either way, it would seem that preparing graduates for the
workplace is social responsibility, involving multiple parties, not just the employers or higher
education institutions.
Within the A&D workforce, the lack of employability skills are becoming just as
prevalent as STEM qualifications, especially given the mass exodus of Baby Boomers, new
generation needs, and the 21st century working environment. McGunagle and Zizka (2018)
found that from the employer’s perspective STEM students in A&D, automotive, consumer
products, electronics and industrial manufacturing across the United States lack soft skills.
McGunagle and Zizka (2018) assert that soft skills are equally important as hard skills, with the
top soft skills to include team player, self-motivation, verbal communication, problem-solving,
and being proactive. STEM students are without a doubt prepared with content and discipline
knowledge that provide the basis for innovative technology; however, they must be able to
effectively share their ideas, understand organizational and personal ethics, and develop social
skills to enable working in diverse team settings (McGunagle & Zizka, 2018).
Wingerter (2019) and Wingerter and Anh (2020) further explored newcomer engineers
51
with less than two years in the A&D industry and their experience assimilating into their new
working environment. Given that newcomer engineers have minimal or no professional work
experience, they frequently feel uncertain about their new organization and role (Wingerter,
2019; Wingerter & Anh, 2020). To minimize newcomer engineers from feeling overwhelmed
with uncertainty and facilitate the transition, they undergo socialization processes (Wingerter,
2019; Wingerter & Anh, 2020). The socialization process consists of two steps performed
jointly; a) newcomers taking initiative with proactive behaviors, and b) newcomers engaging in
organizational tactics or actions initiated by the organization (Wingerter, 2019; Wingerter &
Anh, 2020). The socialization phenomena is new in the context of the A&D industry, but has
proved to be a viable strategy to integrate Millennials with Baby Boomers and Generation Xs
(Wingerter, 2019; Wingerter & Anh, 2020). Additionally, the socialization phenomena has also
helped to mitigate high newcomer turnover and poor satisfaction when Millennials’ expectations
of a “faster, higher, farther’’ culture are not met (Wingerter, 2019; Wingerter & Anh, 2020).
Enhancing Brand Recognition
Mitchell (2019) surmised that the A&D industry struggles to recruit candidates, even
with the large number of highly sought-after STEM roles because the industry is not considered
attractive. However, employer branding would enable the A&D industry to position itself as an
ideal industry to join. Employer branding is a methodical long-term strategy to establish an
organizational identity that reflects values and behaviors that are unique and desirable,
strategically communicated internally and externally (Chhabra & Sharma, 2012). Therefore, it is
of mutual importance for organizations to find suitable candidates as it is for candidates to be
attracted to those organizations (Chhabra & Sharma, 2012). Thus, it has become more common
for organizational leaders to leaders to incorporate employer branding strategies to attract new
52
employees and retain current employees (Chhabra & Sharma, 2012; Halkos & Nomikos, 2021).
Implementing social responsibility initiatives, such as those described in the previous
section, which focus on diversity gaps, inherently enhances an organization’s social and brand
presence (Halkos & Nomikos, 2021). Simultaneously, socially derived business practices
cultivate an organizational culture built on values and principles to which employees and society
can relate. Halkos and Nomikos (2021) highlighted organizational social responsibility initiatives
correlate to the commitment and loyalty by their employees. Employer attractiveness is an
important attribute of an organization, drawing both current and potential employees. Employer
attractiveness is actually the core of acquiring talent, and organizational leaders, including hiring
managers, develop a competitive advantage by integrating branding strategies into their talent
acquisition or recruitment practices (Mitchell, 2019). Therefore, implementing branding
strategies using social responsibility initiatives as the value proposition can improve employer
attractiveness within the A&D industry.
Summary of Literature Review
Overall, the research indicates there are several issues and ramifications surrounding the
failure for the A&D industry to attract and hire Millennials and Gen Zs into their workforce, and
it is important to solve the problem. Several topics were discovered and discussed in depth,
though it was evident that diversity is the core of the A&D industry workforce scarcity problem.
Achieving diversity is a significant opportunity to build a pipeline of talent. It is also becoming
more common for leaders to lead a diverse team, forcing the A&D industry to adapt rapidly.
Normalizing diversity, equity, and inclusion entails understanding historical context; the
workforce generational gap; key challenges in achieving workforce diversity; reasons underlying
the failure to attract and hire Millennials and Gen Zs; and social responsibility initiatives that
53
have been examined as an existing strategy to approach solving the workforce scarcity problem.
Clark and Estes’s (2008) Framework
In evaluating this A&D industry workforce scarcity problem of practice, the Clark and
Estes (2008) performance gap analysis model was tailored and used as the conceptual
framework. As an organized, methodical, and analytical approach, Clark and Estes (2008)
performance gap analysis provides a way to clarify organizational goals, such as those for AD1
Inc., and pinpoint the gap between the current level of performance and the desired level of
performance. Figure 3 illustrates these knowledge, motivation, and organizational influences’, in
order to for an individual or organization to achieve a given goal or objective.
Figure 3
Clark and Estes (2008) KMO Influences’ Framework
Note. This figure illustrates the interaction of three critical factors known to cause performance
gaps. Adapted from “Gap Analytic/KMO Approach to a Dissertation in Practice” [PowerPoint
slides], by USC Rossier. Copyright 2019 by University of Southern California.
KNOWLEDGE, MOTIVATION, AND ORGANIZATIONAL INFLUENCES INTERACT WITH EACH OTHER
Competency plays a critical
role for job performance;
required to provide
individuals direction how to
achieve performance goals;
required to address
challenges that need unique
solutions
Personal intrinsic effort
required to achieve a certain
goal, objective, or outcome;
based upon the motivational
processes to actively choose
to pursue a goal, persistence
to avoid distractions, and
dedicate mental effort
Structural and cultural aspects
such as values, beliefs, processes,
and resources, that enable or
hinder an individual or
organization from achieving their
goals
Organizational
Knowledge Motivation
54
Throughout the performance gap analysis, the workforce scarcity problem of practice was
be evaluated for conceivable causes with respect to knowledge, motivation and organizational
influences. In general, the performance gap analysis used a step by step, sequential process that
includes the following:
• defining measurable goals,
• determining gaps in performance,
• hypothesizing possible causes for those gaps,
• validating and prioritizing causes,
• developing solutions, and
• evaluating outcomes.
Typically, individuals or organizations use preconceived notions to determine the potential root
causes of problems without thoroughly defining the problem or understanding the probable
origins. This results in an oversight, omission, or misdiagnosis for the performance gaps. Having
preconceived notions could lead to habitually applying and implementing improper solutions, or
repetitive indecisiveness due to alleged complexities to resolve the problem. Using a gap analysis
methodology, such as Clark and Estes’s (2008) knowledge, motivation, and organizational
performance gap conceptual framework, would prevent developing and implementing the wrong
solutions since the problem is thoroughly studied for potential root causes of the performance
issues.
As an exploratory study on workforce scarcity in the A&D industry, the general steps of
Clark and Estes’s (2008) gap analysis process were used to determine both assets and gaps that
affect organizational performance. Specifically, the purpose of the study is to explore and
understand hiring managers’ (middle, senior, and/or executive) capacity to attract and hire
55
Millennials and Gen Zs in the A&D industry. This study also provides recommendations to
support the hiring managers’ capacity and ultimately, improve organizational performance,
which could be benchmarked for the industry as a whole. Using context-specific, general
learning and motivation literature, the types of knowledge, motivation and organizational
influences that could impact a stakeholder from achieving their performance goal were
established to determine and better understand any impediments; these influences are discussed
in the proceeding sections.
Hiring Managers’ Knowledge, Motivation and Organizational Influences
In order to achieve enterprise-wide strategic goals, a balance of knowledge, motivation,
and organizational competencies are required, which are interrelated and dependent upon one
another (Clark & Estes, 2008). Competence is the level of proficiency, capability, or how
prepared one is for success (Elliot et al., 2017). The participant group for this study were the
hiring managers (middle, senior, and/or executive leaders) as they were determined to be the
most suitable stakeholder that can drive and influence change to achieve the goal of attracting
and hiring Millennials and Gen Zs into the A&D industry workforce. Knowledge, motivation,
and organizational concepts that are applicable to this workforce scarcity problem of practice
were used to assess the hiring managers’ capacity and readiness for achieving the goal of
attracting and hiring Millennials and Gen Zs in the A&D industry.
Knowledge Influences
Knowledge and skill are competencies that coincide, playing a critical role for job
performance (Clark & Estes, 2008). These competencies are required under two different
circumstances: first, as individuals need direction on how to achieve their performance goals;
and second, when there is a potential for challenges that will need unique solutions (Clark &
56
Estes, 2008). In the first circumstance, it is essential to provide the individuals with the relevant
information, job aids, and training that will enable them to achieve their goals. The second
circumstance involves providing the support to advance an individual’s conceptual, theoretical,
and strategic knowledge beyond their current capacity (Clark & Estes, 2008).
Given the importance of knowledge-based professions, such as electrical engineering and
software engineering, and reliance of cross-functional teams in the A&D industry, it is also
crucial to assess the collective knowledge or consilience of a team. Consilience involves
understanding the collective knowledge and skills of individuals with multiple backgrounds, and
pinpointing commonality (Alexander et al., 2009). Among the different types of knowledge,
declarative, metacognitive, and procedural are relevant and applicable to this A&D industry
workforce scarcity problem of practice. The hiring managers’ knowledge capacity was explored
with respect to improvements to attracting and hiring Millennials and Gen Zs in the A&D
industry.
Declarative Knowledge Influences
The first type of knowledge, declarative or factual, involves being conversant in facts,
theories, models, philosophies, directives, regulations, or the like for a certain topic (Elliot et al.,
2017). Though factual knowledge is typically studied in academic situations, it also applies to
performance problems in A&D since the industry heavily relies on knowledge-based professions,
such as systems engineering, software engineering, and aerospace engineering that require
proficiency in specific domains and continuous learning for technology advancements (Elliot et
al., 2017). As the participant group for this study, the hiring managers were of various
knowledge-based professions and different levels of leadership, which enabled gathering diverse,
57
practical data that attribute to the failure of attracting and hiring Millennials and Gen Zs causing
workforce scarcity in the A&D industry.
Numerous studies have described that the A&D industry workforce is aging, and
replenishing the workforce with qualified and talented personnel has been problematic over the
last decade, which has led to further studies to determine the potential causes. As literature
shows, there could be several factual knowledge influences; most commonly, these knowledge
influences surround gender bias and the generational gap within the A&D industry workforce.
The following factual knowledge influences were chosen for the purpose of this study:
• Knowledge of what demographic generations are currently in the A&D workforce
(Birch, 2013; Cardador et al., 2020; Campbell, 2011; Evans, 2017; Gandhi, 2020;
Hedden, 2017; Landivar, 2013; Melcher, 2017; Smith, 2020).
• Knowledge of why new demographic generations are unlikely to choose a career in
the A&D industry (Bidwell, 2014; Cardador et al., 2020; Cutcher-Gershenfeld et al,
2003; Defense & Aerospace Week, 2010; Evans, 2017; Marren et al., 2018).
• Understanding the needs or wants of Millennials and Gen Zs when seeking an
employer (Deloitte Global, 2021; Hudson, 2021; Jacoby, 2021; Marren et al., 2018;
Wingerter, 2019; Wingerter & Ahn, 2020; Xue, 2014; Xue & Larson, 2015).
Hiring managers’ knowledge in these three influence areas was assessed against workforce
demographic data available through Aerospace Industries Association, Deloitte, and literature
reviewed as part of this study.
Procedural Knowledge Influence
The second type of knowledge, procedural, involves one’s understanding of procedures
and strategies, and “knowing how” (Elliot et al., 2017). Procedural knowledge includes
58
knowledge of the skills and procedures involved with the tasks as they relate to certain goals or
objectives, including approach, protocol, and required course of actions (Krathwohl, 2002).
Given that the A&D industry is faced with workforce scarcity relative to attracting and hiring
Millennials and Gen Zs, procedural knowledge provides a basis to understand recruitment
approaches and strategies. As literature shows, there could be several procedural knowledge
influences surrounding recruitment practices that impact attracting and retaining potential
candidates. For example, Mitchell (2019) found that though STEM careers are highly sought
after and plentiful within the A&D industry, the industry is behind in recruitment due to its lack
of employer attractiveness. However, organizational leaders can differentiate their organizations
from others through branding techniques focused on improving employer attractiveness
(Mitchell, 2019).
Further, another exemplar is a study by Johnson-Oliver (2014), which indicates
workforce diversity in the A&D industry can be improved through socially responsible diversity
management practices to recruit underrepresented Blacks in STEM from HBCUs. To better
understand the hiring managers’ procedural knowledge for recruitment practices, the following
influence was chosen for the purpose of this study: hiring managers need to have the ability to
incorporate strategies of differentiation into hiring practices for Millennials and Gen Zs. Hiring
managers’ knowledge in this influence area was evaluated against recruitment challenges
described in empirical studies that are available through the various literature reviewed as part of
this study.
Metacognitive Knowledge Influence
The third knowledge, metacognitive knowledge, is an individual’s understanding or
awareness of and control over their cognition (Elliot et al., 2017; Krathwohl, 2002).
59
Metacognitive knowledge involves the process of reflecting upon one’s own learning or
performance, and adjusting their skills and knowledge to include developing strategies,
evaluating demands, preparing approaches, and tracking progress (Elliot et al., 2017). Relative to
the A&D industry’s challenge attracting and hiring Millennials and Gen Zs, metacognitive
knowledge provides a method to understand whether organizational leaders have the skills to
recognize the problem, define the problem, represent the problem, develop a strategy, allocate
resources, oversee problem resolutions, and evaluate problem resolutions.
As research indicates, organizational leaders may lack the appropriate metacognitive
skills, which impacts workforce recruitment efforts that target Millennials and Gen Zs (Deloitte
Global, 2021; Hudson, 2021; Jacoby, 2021). Millennials and Gen Zs have different views,
values, and behaviors, given that these cohorts have grown and matured through the digital era.
Internet platforms and social media have provided and enabled sharing information and
influencing decisions on a global scale, including their views, values, and behaviors (Deloitte
Global, 2021). Naturally, voicing their opinions and questioning clout became a way of life
(Deloitte Global, 2021). Moreover, the COVID-19 pandemic and politics, such as diversity,
equity, and inclusion; women’s rights; climate change; and racism (e.g., Black Lives Matter) has
further strengthened their views, values, and behaviors (Deloitte Global, 2021).
As organizational leaders, it is important to understand the hiring managers’
metacognitive knowledge with respect to workforce recruitment practices that may not be
working to attract and hire Millennials and Gen Zs. For the purpose of this study, the following
metacognitive knowledge influence was chosen: hiring managers reflect on strategies that are not
working for them in recruiting Millennials and Gen Zs to continually improve their recruitment
initiatives.
60
Summary of Knowledge Influences
As described in the preceding sections, it is pivotal to understand the hiring managers’
knowledge capacity, to include declarative, procedural, and metacognitive knowledge, due to the
fundamental role of knowledge in job performance. Declarative knowledge involves being
educated or experienced with facts, theories, concepts, models, and such for a certain subject
matter (Elliot et al., 2017). Procedural knowledge is knowing how, such as the skills, procedures
and strategies, to accomplish a certain goal (Elliot et al., 2017; Krathwohl, 2002). Metacognitive
knowledge is being aware and reflecting upon one’s own cognition, learning, or performance,
and the ability to adjust to achieve a certain goal (Elliot et al., 2017; Krathwohl, 2002). Table 2
shows the specific knowledge influences and knowledge types that the hiring managers require
to attract and hire Millennials and Gen Zs for the A&D industry.
Table 2
Knowledge Influences
Assumed knowledge influence Knowledge type
Hiring managers’ knowledge of the demographic
cohorts currently in the A&D workforce.
Hiring managers’ knowledge of what is causing
Millennials and Gen Zs not to choose a career in the
A&D industry.
Hiring managers’ understanding of the needs or wants
of Millennials and Gen Zs when seeking an
employer.
Declarative
Hiring managers’ ability to incorporate strategies of
differentiation into hiring practices for Millennials and
Gen Zs.
Procedural
Hiring managers need to reflect on strategies that are
not working for them in recruiting Millennials and
Gen Zs to continually improve their recruitment
initiatives.
Metacognitive
61
Motivational Influences
Assessing motivation is more complicated given that it centers on an individual’s
mindset, which has a strong correlation between whether one would or would not achieve their
goals (Clark & Estes, 2008). Motivation is a personal intrinsic effort to achieve a certain goal,
objective, or outcome (Ambrose et al., 2010). Specifically, an individual’s motivation to perform
is based upon the motivational processes to actively choose to pursue a goal, persistence to avoid
distractions, and dedicate mental effort (Clark & Estes, 2008). Ambrose et al. (2010) asserted
that motivation is a core principle that affects the level of effort an individual engages in to
achieve certain goals or objectives, such as in a learning environment, within an organization, or
personally. Motivation significantly drives behaviors, including readiness for change, that can
positively or negatively influence achievement (Ambrose et al., 2010; Schein, 2017).
Additionally, Clark and Estes (2008) consider motivation one of the most challenging to assess
since it is largely internal and intrinsic. However, assessing motivation is critical since it is
strongly associated to an individual’s goals and whether they will accomplish those goals (Clark
& Estes, 2008).
For this workforce scarcity problem of practice, research suggested there are a number of
different key challenges and underlying reasons precluding the A&D industry from attracting
and hiring Millennials and Gen Zs. Some of the key challenges include the following: STEM
qualifications, skills gap, and achieving social responsibility initiatives. Further research
indicates that some of the underlying reasons include the following: organizational culture,
gender bias and inequality, and understanding the needs of Millennials and Gen Zs. Though
these key challenges and underlying reasons are separate focus areas, the topic of diversity was
the common theme that the industry has failed to attract and hire Millennials and Gen Zs.
62
Ambrose et al. (2010), Pintrich (1999), and Elliot et al. (2017) provide concepts principal to
understanding motivation, to include theories in task value, self-efficacy, and attribution. These
motivational concepts are fundamental to understand the hiring managers’ motivation behind
why they have not persisted attracting and hiring Millennials and Gen Zs.
Task Value Theory
Task value theory conveys that motivation is driven by an individual’s belief about the
importance of, interest in, and value associated with achieving a certain goal (Pintrich, 1999). An
individual’s level of motivation to accomplish a future goal is assessed on their perception of
how important the task is, their general feeling or sentiment about the task, and whether they
perceive the task to be useful (Pintrich, 1999). For this study, task value theory is
conceptualizezd as the following motivation influence: hiring managers need to value increasing
the percentage of new hires that are Millennials and Gen Zs.
The impact of task value on performance would enable further analysis of the hiring
managers’ motivation to persist in achieving attracting and hiring new hires that are Millennials
and Gen Zs. Additionally, given that hiring Millennials and Gen Zs is a diversity issue, this
theory would also assess the hiring managers’ motivation to encourage diversity in AD1, which
can be applied to the A&D industry. Pintrich (1999) found that when individuals have higher
levels of interest and value, they are more than likely to actively engage to achieve the task,
which in turn correlated to performance.
Self-Efficacy Theory
Motivation is significantly influenced by self-efficacy, which involves one’s internal
belief that they can accomplish certain goals or objectives (Bandura, 2000; Bandura, 2012; Clark
& Estes, 2008). Self-efficacy is an individual’s personal perspective and expectations about their
63
own capability to carry out or accomplish certain tasks at a particular level (Bandura, 2012). An
element of the causal model of social cognitive theory, self-efficacy can be affected by the
interactional nature of the person, environment, and behavior (Bandura, 2012). Self-efficacy
originates from four aspects: a) building mastery and resiliency, b) social modeling, c) social
persuasion, and d) physical and emotional state (Bandura, 2012). Therefore, an individual’s selfefficacy beliefs correlate to negative self-efficacy or positive self-efficacy (Bandura, 2012). If an
individual is doubtful that they can be effective, they will not proactively strive, persevere, or
spend the effort to achieve a goal or objective (Clark & Estes, 2008). Similarly, an individual
that is optimistic and believes they are skilled will achieve more (Clark & Estes, 2008).
Self-efficacy theory is a key concept for this study to improve understanding the hiring
managers’ internal perspective of their capabilities as it relates to achieving the goal of
increasing the number of new hires that are Millennials and Gen Zs into the workforce. For this
study with respect to the self-efficacy, the hiring managers need to believe in being capable of
increasing the percentage of Millennial and Gen Z new hires. It is important for the hiring
managers to be optimistic, proactive, and believe that they are skilled to apply and practice what
is required to attract and hire Millennials and Gen Zs; this could include implementing a strategy
that incorporates the views, values, and behaviors desired by Millennials and Gen Zs.
Attribution Theory
Attribution theory posits that motivation is higher when individuals attribute their
successes or failures to effort versus ability (Elliot et al., 2017). When individuals experience
failure, they will more than likely ask why and investigate the failure further to determine the
cause; this is known as causal attribution (Lucariello et. al., 2015). Causal attribution encourages
a growth mindset as it associates effort with intelligence, differentiating motivated and
64
unmotivated individuals (Lucariello et. al., 2015). On the other hand, attributions that lean
towards ability, such as blaming failure on not being smart or intelligent enough, compelling
more of a fixed mindset (Lucariello et. al., 2015).
Attribution theory is an important concept for this study to better ascertain if the hiring
managers are driven by effort or ability when it comes to attracting Millennials and Gen Zs to the
workforce. For this study, the motivation influence within the attribution theory is the following:
hiring managers need to believe that their failures or successes in attracting Millennials and Gen
Z employees into the workforce have been a result of hiring manager’s recruitment and hiring
strategies rather than influences outside of their control. It is important for the hiring managers to
think that they are capable of influencing to a degree at which new employees, including
Millennials and Gen Zs, choose to join the organization rather than assuming that external forces,
such as the market and preferences, are the primary drivers.
Summary of Motivation Influences
The previous sections explain the importance of understanding an individual’s motivation
given that motivation is intrinsically deep-rooted in whether the individual would or would not
achieve their goal or objective. For this study, the motivation constructs pertinent to the hiring
managers include task value, self-efficacy, and attribution. Task value theory suggests that
motivation is driven by an individual’s perception of importance, interest and value of a task to
achieve a certain goal (Pintrich, 1999). Self-efficacy is an individual’s personal perspective and
expectations about their own capability to carry out or accomplish certain tasks at a particular
level (Bandura, 2000; Bandura, 2012; Clark & Estes, 2008). Attribution theory states that
motivation is higher when individuals attribute their successes or failures to effort versus ability
(Elliot et al., 2017). Table 3 provides the specific motivation influences and motivation
65
constructs germane to the hiring managers, as the main stakeholder of this study to understand
the hiring managers’ motivation behind why they have not persisted attracting and hiring
Millennials and Gen Zs.
Table 3
Motivation Influences
Motivation construct Motivation influence
Task Value Theory Hiring managers need to value increasing the percentage of
new hires that are Millennials and Gen Zs
Self-Efficacy Theory Hiring managers need to believe in being capable of
increasing the percentage of Millennial and Gen Z new
hires.
Attribution Theory Hiring managers need to believe that their successes in
attracting Millennials and Gen Z employees into the
workforce has been a result of hiring manager’s
recruitment and hiring strategies rather than influences
outside of their control.
Organizational Influences
The last factor of organizational influences, coupled with knowledge and motivation,
govern whether the stakeholder would be successful in performing their roles and achieving their
goals within the organization (Clark & Estes, 2008). Organizational influences refer to the
structural and cultural aspects, such as values, beliefs, processes, and resources, that enable or
hinder an individual or organization from achieving their goals (Clark & Estes, 2008; Gallimore
& Goldenberg, 2001). Further categorized as cultural models and cultural settings, these
organizational influences are interconnected and have a formidable impact on improving both
individual and organizational achievement (Gallimore & Goldenberg, 2001). Cultural models are
in general the shared ways of thinking by a group, which are mostly intangible, go unnoticed,
66
and are performed unconsciously by that group; whereas, cultural settings, are the actual visible,
distinct, and tangible manifestations of cultural models (Gallimore & Goldenberg, 2001).
Though the concepts of cultural models and cultural settings are interrelated and it would be
complicated to prioritize one over the other, for analysis purposes, these concepts were kept
discrete (Gallimore & Goldenberg, 2001).
Throughout the literature review for this workforce scarcity within the A&D industry
problem of practice, organizational culture was found to be an underlying reason that the A&D
industry has experienced challenges to attract, hire, and retain Millennial and Gen Z talent.
Identifying organizational influences are key for the hiring managers to better understand the
structural and cultural aspects that affect potential new hires’ decisions to pursue or not to pursue
opportunities in the A&D industry. This includes analyzing and reflecting on their own culture as
part of the process, and evolving when necessary (Schein, 2017). The specific organizational
influences that were identified for this study include the following: a cultural model that is
resistant to change, and a cultural setting focused on organizational mission, vision, and values.
Examining culture through the lens of a cultural model that is resistant to change and a cultural
setting based on mission, vision, and values, enables an insightful and multifaceted perspective
of the organization’s culture.
Cultural Model: Resistance to Change
The desire or need for change within an organization—to do something different, learn
something new, or give up old habits and thinking—typically starts from experiencing some type
of discontent or pain (Schein, 2017). This inclination is triggered by a variety of situations, such
as high employee attrition, unsatisfied customers, low morale, and declining revenue; however,
generally is due to the failure to achieve a certain goal or the compromise of important values
67
(Schein, 2017). The process of witnessing or undergoing discontent or pain is called
disconfirmation, which includes the information implicating individuals of failing to achieve
certain organizational goals or compromising important organizational values (Schein, 2017).
Disconfirmation ultimately leads to the motivation to change, although in order for change to
actually take place, leaders of an organization must recognize and acknowledge the
disconfirming information exists and advocate for change (Schein, 2017).
As described, driving and implementing change is a complex process. Using a cultural
model of resistance to change would provide a theoretical structure to evaluate how change is
initiated and implemented within the AD1 Inc., the organization of study. Various literature have
indicated that both the U.S. government and the A&D industry have been undergoing significant
change for at least the past ten years; this is based on certain occurrences, including the U.S.
government sequestration in 2013, the COMPETES Act, the Educate to Innovate program,
changing demographics, and the COVID-19 pandemic that began in December 2019, just to
name a few (Arik & Geho, 2017; Dehoff et al., 2013; Evans, 2017; Fahey, 2015; Johnson-Oliver,
2014; Olson et al., 2021; Saffo, 2021; Soshkin, 2016; Xue & Larson, 2015). These occurrences
have signaled the need to do things differently within the U.S. government, and given the close
tie with A&D, also triggered the need for change within the industry. Historically, dating as early
as the 1970s, the A&D industry was formed under the pretense of serving the needs of the U.S.
government with advanced technology and capabilities for commercial and general aviation,
military aircraft, space systems, ground defense, and shipbuilding (Aerospace Industries
Association, 2021). Accordingly, the A&D industry aligned their businesses with the U.S.
government’s policies and processes, including government acquisition laws and regulations,
business models and practices, military specifications, and capital intensive facilities and
68
infrastructure (Blank, 2018; Dehoff et al., 2013).
Due to fiscal pressures, the U.S. government began changing its business practices,
establishing modern business initiatives focused on lower development and production costs, and
shorter delivery schedules (Blank, 2018; Dehoff et al., 2013; Fahey, 2015; Olson et al., 2021;
Soshkin, 2016). These modern business initiatives included establishing firm affordability
limitations, pushing for transparency and collaboration, creating partnership-like relationships,
reducing acquisition constraints, and minimizing military specifications (Blank, 2018; Dehoff et
al., 2013; Fahey, 2015; Olson et al., 2021; Soshkin, 2016). In turn, the U.S. government’s
modern business initiatives lowered the barriers of entry into the market for startups and
commercial companies, and at the same time challenged the more mature A&D industry
organizations to do things differently (Blank, 2018; Dehoff et al., 2013; Olson et al., 2021). As a
result, the A&D market environment experienced changes ranging from downturns to upswings,
accelerated and eliminated trends, innovations, and new market entrants (Dehoff et al., 2013;
Evans, 2017; Fahey, 2015; Olson et al., 2021; Saffo, 2021; Soshkin, 2016).
In general, changing market conditions attribute to an organization’s mission, vision,
goals, strategy, and culture (Marren et al., 2018; Meister & Willyerd, 2010; Schein, 2017;
Yaeger & Sorensen, 2016). These changing market conditions gave rise a networked era
organization and 21st century workforce, which is far more collaborative, diverse, and
networked, in comparison to a hierarchical, risk averse, and rigid structure (Marren et al., 2018;
Meister & Willyerd, 2010; Yaeger & Sorensen, 2016). A networked era organization operates
based on principles that cultivate collaboration through diversity, enable faster market driven
decisions, focus on increasing customer value, and information sharing across the enterprise
(Yaeger & Sorensen, 2016). This new type of organization and workforce influenced how the
69
U.S. government and organizations in the A&D industry espoused to operate, contributing to a
shift in the culture (Blank, 2018; Dehoff et al., 2013).
The literature review revealed that some of the underlying reasons that the A&D industry
has failed to attract and hire Millennials and Gen Zs is due to organizational culture, gender bias
and inequality, and understanding the needs of Millennials and Gen Zs, attributing that the lack
of diversity, e.g., age, race, and gender, is the heart of the problem. Deloitte Global (2021)
survey of Millennials and Gen Zs found that respondents consider bias to be widespread based
on experience in the workplace or at educational institutions, and therefore take it personally. It
was recommended that organizations reassess hiring and retention strategies to foster diversity
and inclusion (Deloitte Global, 2021).
The study tries to determine if the hiring managers are worried about their ability to adapt
to new knowledge and motivation strategies when it comes to hiring Millennials and Gen Zs and
if their concerns are influenced by the concept of resistance to change. These knowledge and
motivation influences focus on shifting the hiring managers’ cognitive capacity to implement
new views, values, and behaviors that are more favorable to the Millennials and Gen Zs in
question. Change or the thought of change can be daunting for many individuals, as it entails
unlearning behaviors, habits, ways of thinking, and norms; subsequently learning new behaviors,
habits, and ways of thinking, causing learning anxiety (Schein, 2017). This learning anxiety can
produce resistance to change, which is ultimately driven by the fear of one or more of the
following situations to happen: a) losing authority or position, b) temporary incompetence, c)
retribution for incompetence, d) losing personal identity, and/or e) losing group identity and
belonging (Schein, 2017). However, change is a normal and necessary part of growth, and
leading an organization to overcome resistance to change is vital to achieve organizational
70
effectiveness and competitive advantage (Schein, 2017, Yaeger & Sorenson, 2016).
Part of assessing resistance to change includes assessing learning anxiety, and
understanding how to in essence reduce the hiring managers’ learning anxiety as it relates to
unlearning old ways of thinking and learning new ways of thinking that are more appealing to
Millennials and Gen Zs. Schein (2017) described that the key to mitigating resistance to change
is to reduce learning anxiety by providing the learner a psychologically safe environment
protected from external impediments to change. As the hiring managers’ employer and
organization of study, AD1 Inc. would also be assessed for a psychologically safe and supportive
environment. A psychologically safe environment is typically protected from external
impediments to change, and entails providing the learner with the following: a) a compelling and
positive vision, b) formal training, c) Active two-way engagement, d) Resources required to be
successful, e) Positive role models, f) venues that support transparency and empowerment, and
g) infrastructure that eliminates barriers and facilitates new support systems (Schein, 2017).
Cultivating a psychologically supportive and secure organization reduces learning
anxiety enabling less resistance to change, and results in actual and tangible cultural
transformation (Schein, 2017). Fundamentally, the organization needs to cultivate a general
acceptance and willingness to hire a diverse pool of qualified candidates, encouraging and
enabling the hiring managers to increase the percentage of Millennial and Gen Z new hires.
Therefore, a resistance to change cultural model provided a framework to evaluate how AD1 Inc.
initiates and implements change to enable the hiring managers to meet their performance goal of
attracting and hiring Millennials and Gen Zs.
Cultural Setting: Organization’s Stated Vision, Mission, and Values
Cultural settings are the ultimate manifestation of cultural models; they are the actual
71
presence or absence of concrete, observable, distinctive, and tangible manifestations of an
organization’s cultural models (Gallimore & Goldenberg, 2001). A cultural setting is when
people gather to collaborate on shared activities to achieve mutual goals or objectives (Gallimore
& Goldenberg, 2001). It is during those circumstances that over time culture is formed,
established, and evolves within a group or organization (Gallimore & Goldenberg, 2001). For
this study, the cultural setting to explore further is AD1 Inc.’s vision, mission, and value
statements. Lipton (1996) described these as key and interdependent elements that play a crucial
role in an organization, setting the foundation for its existence that ideally the stakeholders
understand and resonate with. A vision statement communicates the organization’s mission, how
to accomplish the mission, and cultural aspects that enable accomplishing the mission and
strategy (Lipton, 1996). A mission statement is intended to be perpetual, broadly appealing, and
engaging, to describe the purpose of the organization and why it was established (Lipton, 1996;
McDonald, 2007; Schein, 2017). Value statements are the bedrock of an organization’s vision
and mission that drives how it should operate, and in essence the espoused or actual culture
expected of its workforce (Lipton, 1996).
Ultimately, the vision, mission, and value statements serve as an organization’s charter,
also providing a basis for individuals to determine whether they desire to join the organization
(Lipton, 1996; Schein, 2017). McDonald (2007) explained that a remarkable and well understood
mission statement attracts members to an organization, and helps to maintain the commitment of
existing members. To achieve the vision, mission, and values, an organization establishes and
implements a strategy and performance goals, which become integral to cultivating the culture
(Schein, 2017). Schein’s (2017) assertion on how to achieve vision, mission, and values,
coincides with the principle that an organization is an image of its members and its
72
achievements, or lack thereof (Goldstein et.al., 2017).
As research indicates, the A&D industry emerged to fulfill the needs of the U.S.
government in regards to advanced technology and capabilities for commercial and general
aviation, military aircraft, space systems, ground defense, and shipbuilding; therefore,
historically, the U.S. government and the A&D industry are interconnected in many ways (The
Aerospace Industries Association, 2021). Evaluating AD1 Inc.’s vision, mission, and value
statements would also include assessing for any similarities or connection to their various U.S.
government customers’ own vision, mission, and value statements. This in light of the literature
review which indicated that the A&D industry typically aligned its business practices, policies,
and procedures with the U.S. government’s modis operandi, including acquisition practices,
laws, regulations, military specifications, quality standards, lengthy product development cycles,
hierarchical organizational structures, capital intensive facilities, and infrastructure (Blank, 2018;
Dehoff et al., 2013; Evans, 2017). Business practices, policies, and procedures can also be
considered a type of cultural setting, which inherently prevail and become the culture of an
organization (Gallimore & Goldenberg, 2001; Schein, 2017). However, in the context of vision,
mission, and value statements, business practices, policies, and procedures would be the strategy
to achieve an organization’s established vision, mission, and values.
The Government Performance and Results Act Modernization Act (GPRAMA) of 2010
and sequestration in 2013 signified the U.S. government’s intent to improve how they do
business and assess their own performance, including refreshing their mission and goals on an
annual basis. This induced a cultural shift and changes to the market environment within both the
U.S. government and the A&D industry. When the market environment changes, the
performance goals of those organizations that operate in that market must also change to
73
accommodate their customers’ demands (Clark & Estes, 2008). Similarly, as organizational
performance goals evolve, employee goals must align to those changes (Clark & Estes, 2008).
Over ten years ago, Meister and Willyerd (2010) underscored that globalization,
economies of scale, emerging technologies, and shifting demographics would define the new
workplace in 2020; indicating that organizations that started to prepare for this shift at that time
would be able to attract, hire, and retain top talent. Dubbed as the 2020 workplace, it was
envisioned to offer personalized employee development and benefits, adaptive leadership, and
incorporate the advantages of social networking (Meister & Willyerd, 2010). This correlates with
COVID-19 pandemic that began in December 2019 which placed more pressure on the A&D
industry, including AD1 Inc., to enact change and accelerate transformation by evolving their
vision, mission, values, and strategic performance goals to accommodate the U.S. government’s
modernization.
The DoD’s mission and strategy is driven by the Government Performance and Results
Act Modernization Act (GPRAMA) of 2010 and the U.S. President’s Management Agenda
(PMA) overarching long-term vision (U.S. DoD Director of Administration & Management,
2021; U.S. DoD Director of Administration & Management, 2020). The GPRAMA of 2010 and
PMA both enact modernization within the federal government in order to enable agencies to
deliver mission outcomes, provide service excellence, and efficiently manage taxpayer dollars as
the steward of Americans (U.S. DoD Director of Administration & Management, 2021; U.S.
DoD Director of Administration & Management, 2020). Table 4 provides an exemplar of the
DoD’s current mission and strategy to achieve the U.S. PMA’s vision (U.S. DoD Director of
Administration & Management, 2021; U.S. DoD Director of Administration & Management,
2020).
74
Table 4
DoD’s Mission and Strategy
U.S. PMA vision
Modernize the Federal Government in key areas that will improve the ability of agencies to
deliver mission outcomes, provide excellent service, and effectively steward taxpayer dollars
on behalf of the American people.
DoD mission
Provide the military forces needed to deter war and to protect the security of the country.
Committed to ensuring the U.S. military remains the best prepared and most lethal Joint Force
in the world, so that the President and American diplomats are able to negotiate from a position
of strength. Should deterrence fail, the U.S. military is prepared to fight and win.
National Defense Strategy
Compete, deter, and win in an increasingly complex security environment.
DoD strategic goals
Rebuild military readiness as we build a more lethal Joint Force.
Strengthen alliances and attract new partners.
Reform the Department’s business practices for greater performance and affordability.
DoD priority goals for FY 2020-2021
By September 30, 2021, create a long-lasting culture of innovation, empowerment, and
improvement to reduce the cost of doing business throughout the Department and achieve
$16.4 billion in reform savings (FY20 - $7.7B and FY21 - $8.7B).
Between October 1, 2019 and September 30, 2021, DoD will promulgate 50 regulations a year to
implement the recommendations of DoD’s Regulatory Reform Task Force, and reduce its
existing regulations by 35%.
By September 30, 2021, complete yearly audits, gain actionable feedback, and remediate findings
toward achieve a clean audit opinion for the DoD.
75
Table 5 provides AD1 Inc.’s mission, values, and performance goals. The mission
outlines their overall purpose and why they exist. The values represent the desired culture and
behaviors, and the performance goals are tactical objectives to achieve their mission.
Table 5
AD1 Inc.’s Organizational Performance Goals for the Workforce for 2022
Organizational mission
Be an extraordinary organization that brings together a global team to push the boundaries of
science and reinvigorate ways to connect and protect the world, through advancements and
innovation in aviation, defense, and space.
Organizational values
Truthful and honest conduct.
Embrace and accept diversity, treating different background and perspectives with respect.
Committed to learning and growing together.
Innovate and create solutions timely and at the cutting edge.
Hold ourselves accountable, meet our commitments, and perform with integrity.
Key performance goals
By the end of 2022, decrease attrition by 50%, achieve workforce growth targets, and earn an
average score of 75 (out of 100) from employee satisfaction surveys.
By 2030, achieve the following diversity, equity, and inclusion milestones: 50%/50%
representation by men and women; at least 30% representation by persons of color.
From 2023-2026, achieve the following social responsibility initiatives: increase university
partnerships from the current rate to 25%, and help create curriculums that address skill gaps;
begin STEM partnerships with organizations focused on student development, such as NAF
and Girls Who Code.
76
Upon reviewing of AD1 Inc.’s and the DoD’s mission statements and performance goals,
they appear to be fairly similar. Both organizational mission statements focus on protecting the
world through advancing technology and creating innovation. Additionally, both organizations
have performance goals that target their workforce and are people-centric, essentially describing
culture and partnerships as drivers to accomplish workforce improvements. Specifically, AD1
Inc.’s workforce goals include reducing employee attrition through improving employee
satisfaction, and reaching diversity, equity, and inclusion milestones for gender and people of
color. Whereas, the DoD’s workforce goals include rebuilding military readiness while building
a more lethal joint force, and strengthening alliances and attracting new partners; but, also
creating an enduring culture of innovation, empowerment, and improvement. The similarities in
mission statements and performance goals of AD1 Inc. and the DoD demonstrate that the two
organizations are connected culturally, as described in various literature including by The
Aerospace Association (2021), Blank (2018), Dehoff et al. (2013), and Evans (2017).
As the stakeholder of this study, the hiring managers play a significant role to help AD1
Inc. meet their workforce goals. However, it is equally important for AD1 Inc. to support and
enable the hiring managers to achieve their goal of attracting and hiring Millennials and Gen Zs.
The literature review revealed that there are a few underlying reasons that the A&D industry has
failed to attract and hire Millennials and Gen Zs. These include organizational culture, gender
bias and inequality, and understanding the needs of Millennials and Gen Zs. Studies attribute the
lack of diversity, e.g., age, race, and gender, as the sentiment of the problem. The most recent
Deloitte Global (2021) survey concluded that organizations should reassess hiring and retention
strategies to foster diversity and inclusion.
77
Deloitte (2021) has studied Millennials for the past decade, and more recently, Gen Zs
since they have started to enter the workplace. Over a 10-year span of surveys and observations
on their career perspectives, Deloitte (2021) found the same themes consistently emerge.
Millennials are driven by values, resilience, and a purpose beyond profit, indicating a high
correlation between employee satisfaction and an organization’s appreciation for its purpose.
(Deloitte, 2021). They are not afraid to challenge the norm, and are truly agents of change that
have pushed boundaries to redefine the workplace and society as a whole to improve equities and
sustainability (Deloitte, 2021). Additionally, Millennials are catalysts for the future, with
personal, professional, and societal growth in mind, which they believe organizations have an
impactful role (Deloitte, 2021).
With research findings from AD1 Inc.’s mission, values, and performance goals, and
Deloitte (2021) and Deloitte Global (2021) studies on Millennials and Gen Zs in mind, it is
important for AD1 Inc. to use and apply the information into their workforce improvement
strategies and goals. Using the organizational cultural setting construct, the AD1 Inc. would need
to provide the following:
• Direct feedback mechanisms for hiring managers to influence changes to
organizational practices and procedures that they identify as desirable or undesirable
in their interaction with potential Millennial and Gen Z recruits.
• A forum that brings together talent acquisition/recruiters, hiring managers, and
potential Millennial and Gen Z candidates on a periodic but consistent basis during
which the hiring managers engage with Millennials and Gen Zs in interactions
consistent with models that embrace diversity, equity and inclusion.
78
Summary of Organizational Influences
Organizational culture influences efforts to improve performance; effective performance
improvement will depend on the organization’s specific culture (Clark & Estes, 2008). As the
previous sections explain, organizational influences are driven by cultural models and manifest
in cultural settings, underlining how organizational culture, including resistance to change; and
vision, mission, and value statements can affect the hiring managers from achieving their goal to
attract and hire Millennials and Gen Zs. Table 6 summarizes the specific organizational
influences that AD1 Inc. would need to provide to the hiring managers in order for them to
accomplish their goal.
Table 6
Organizational Influences
Organizational influence
category Organizational influences
Cultural Model 1 The organization needs to cultivate a general acceptance and
willingness to hire a diverse pool of qualified candidates,
encouraging and enabling the hiring managers to increase the
percentage of Millennial and Gen Z new hires.
Cultural Setting 1 The organization needs to provide direct feedback mechanisms
for hiring managers to influence changes to organizational
practices and procedures that they identify as desirable or
undesirable in their interaction with potential Millennial and
Gen Z recruits.
Cultural Setting 2 The organization needs to invest resources in events that bring
together talent acquisition/recruiters, hiring managers, and
potential Millennial and Gen Z candidates on a periodic but
consistent basis during which the hiring managers are able to
engage with Millennials and Gen Zs in interactions consistent
with models that embrace diversity, equity, and inclusion.
79
Importance of Understanding Stakeholder KMO Influences
Identifying and understanding knowledge, motivation, and organizational influences are
fundamental to assessing the hiring managers’ capacity and readiness for achieving the goal of
attracting and hiring Millennials and Gen Zs into the A&D industry workforce. It is also
important for the hiring managers to have a balance of these competencies given that each of
these elements govern whether they are successful in performing their roles and ultimately
accomplishing the goal (Clark & Estes, 2008). Figure 4 provides the specific hiring managers’
knowledge, motivation, and organizational influences, and how each influence is codependent.
Figure 4
Hiring Managers’ KMO Influences to Assess Readiness and Capacity
Hiring managers need knowledge:
• Of what demographic generations
are currently in the A&D
workforce.
• Of what is causing Millennials &
Gen Zs not to choose a career in
the A&D industry.
• To understand the needs or wants
of Millennials & Gen Zs when
seeking an employer.
• To have the ability to incorporate
strategies of differentiation into
hiring practices for Millennials &
Gen Zs.
• To reflect on strategies that are
not working for them in recruiting
Millennials & Gen Zs to
continually improve their
recruitment initiatives.
Hiring managers have motivation
to believe:
• There is value in attracting and
hiring Millennials and Gen Zs
and they can successfully
increase the percentage of
Millennial and Gen Z new hires.
• Their successes in attracting
Millennial & Gen Z employees
into the workforce has been a
result of their recruitment and
hiring strategies rather than
influences outside of their
control.
• In being capable of effectively
implementing the views,
values, and behaviors needed
to attract Millennials & Gen Zs
to the organization.
Resistance to change
&
Vision, mission, and value
statements
GOAL
By the end of 2022, hiring managers will meet organizational performance goals by attracting and hiring Millennials and Gen Zs.
Organizational
Knowledge Motivation
INFLUENCES
80
Chapter Three: Methodology
The U.S. aerospace and defense (A&D) industry experiences a workforce scarcity
problem due to the industry’s failure to attract and hire Millennials and Gen Zs, as prospective
employees. The focus of this study was to conduct a performance gap analysis to determine the
potential causes of this problem of practice with the objective of improving the workforce
pipeline with a focus on hiring managers and their role in achieving AD1 Inc.’s performance
goals. Using the Clark and Estes (2008) knowledge, motivation, and organization framework,
this study’s research questions sought to explore the influences upon AD1 Inc. hiring managers’
capacity to attract and hire Millennials and Gen Zs. It was guided by the following research
questions, focused on knowledge and motivation of the hiring managers’ (middle, senior, and/or
executive leaders):
1. What are the hiring managers’ knowledge and motivation related to attracting and
hiring Millennials and Gen Zs?
2. How do the organizational and external influences impact hiring managers’ capacity
related to attract and hire Millennials and Gen Zs?
Using the Clark and Estes (2008) knowledge, motivation, and organization framework,
these research questions are aligned to the research exploring the effect of the A&D industry’s
ability to attract and hire Millennials and Gen Zs on resolving workforce scarcity.
Overview of Design
Research study requires an effective qualitative purpose statement, identifying the focus,
participants, and where the research will be conducted (Creswell & Creswell, 2018). The
problem of practice examines gaps associated with building a pipeline of Millennial and Gen Z
talent to address workforce scarcity in the A&D industry, and it is important to understand the
81
knowledge and motivation of the stakeholders first hand. Many stakeholders were identified for
this exploratory study, and the collaboration between all stakeholder groups would contribute to
closing performance gaps as it relates to this problem of practice. However, pragmatically, the
hiring managers (middle, senior, and/or executive leaders) were selected as the main stakeholder
and focus group of this study. Hiring managers were determined to be the most influential focus
group as they:
1. Typically have both tactical and strategic responsibilities to implement organizational
goals and objectives, and
2. Work directly with the current workforce, potential candidates, and talent acquisition.
As an exploratory case study that needs to be investigated and further understood, little
research exists on this specific problem of workforce scarcity in the A&D industry, and
qualitative research provided the most suitable approach and methodology. The fundamental
purpose of qualitative research is to gain an understanding from an insider’s perspective, in this
case the hiring managers’ perspective, in a certain situation, and describe their experiences
(Merriam & Tisdell, 2016). Qualitative research provides a flexible rather than rigid structure
that allows open-ended questions and responses, observations, developing procedures, and data
is usually collected in the participant’s setting (Creswell & Creswell, 2018; Maxwell, 2013;
Merriam & Tisdell, 2016). I was able to collect multiple responses that provide diverse views
and perspectives. As the data is collected, I was also able to use and conduct analysis throughout
the process to infer common themes or generalities as it relates to the problem.
A qualitative approach and methodology aligned with the goal of better understanding the
hiring managers’ current capacity as it relates to their day to day practices towards achieving the
organization’s goals specifically to improve the talent pipeline with Millennials and Gen Zs.
82
Adapted from Maxwell’s (2013) interactive model of research design, Merriam and Tisdell’s
(2016), and Creswell and Creswell’s (2018) fundamental qualitative research principles, Figure 5
provides the overall design of this study. Maxwell’s (2013) interactive model of research design
includes five key elements—goals, conceptual framework, research questions, methods, and
validity—which were tailored for the problem of practice in question to illustrate the
relationships between these key concepts, and form an integrated approach to qualitative
research. Though not part of the overall design, there are other factors considered, including
resources, research skills, ethics, research settings, analysis and results of the data collected, and
the researcher’s philosophical perspectives (Merriam & Tisdell, 2016; Maxwell, 2013).
83
Figure 5
Interactive Model of Applied Research Exploring Hiring Managers’ Capacity to Attract and
Hire Millennials and Gen Zs
Note. This figure demonstrates that the relationship and interaction of the goal, conceptual
framework, research questions, methods, and validity, are key to research design. Adapted from
“A Model for Qualitative Research,” by J. Maxwell. Maxwell, Qualitative Research Design: An
Interactive Approach (3rd ed., p. 5), 2013, Thousand Oaks: SAGE Publications, Inc. Copyright
2013 by SAGE Publications, Inc.
APPLIED RESEARCH
QUALITATIVE
RESEARCH
CONCEPTUAL FRAMEWORK
Clark & Estes (2008) Knowledge,
Motivation, and Organization
Performance Gap Analysis
GOAL
Explore the influences upon
A&D industry hiring managers’
capacity to attract and hire
Millennials and Gen Zs on
resolving workforce scarcity
METHOD: Interviews
VALIDITY
Accuracy Reliability
Interview Protocol
RESEARCH QUESTIONS
1. What are the hiring managers’ knowledge
and motivation related to attracting and
hiring new generations, such as
Millennials and Gen Zs?
2. How do the organizational and external
influences impact hiring managers’
capacity related to attract and hire new
generations, such as Millennials and Gen
Zs?
84
The Researcher
My professional experience includes about 20 years in national defense and security,
including five years as a civil servant within the DoD, and 15+ years in the A&D industry with
market leading companies. My background includes leading business development and strategic
growth for a diverse set of national defense and security customers. I am currently employed
with a non-profit research institute as a client executive. My current employer is not considered
an A&D company, though it provides research and development for the U.S. Government,
including national defense and security customers, and various sized companies within the A&D
industry.
Philosophically, my paradigm of inquiry included interpretivism and critical realism,
aligning to my inherent ability to connect my identity and own experiences with the research. My
identity is a Venn diagram of personal, education, and professional aspects, including wife,
daughter, sister, aunt, 1st generation college grad, A&D industry leader, scholar, Asian
American, immigrant family, and military brat. These identities are distinct, yet intertwined, and
have shaped my thinking and created my biases. Additionally, given my significant experience
and expertise in A&D, my professional career in large part contributes to my positionality,
forming perspectives that may affect my research.
Using my professional network, I established a pool of potential candidates to participate
in this study, which could be perceived as bias towards those candidates. To minimize biases, as
data was collected and analyzed, I paused to reflect and remind myself of this study’s purpose
and neutral role as a leader of USC. Recognizing that I could not completely disassociate myself
from an extensive history with the A&D industry, my knowledge and experience were used
objectively help to identify patterns, a key element of interpreting qualitative research.
85
Data Sources
Qualitative data is typically comprised of: excerpts obtained directly from a population
about their involvement, views, and understanding of a given subject; comprehensive accounts of
one’s actions and behaviors documented from observations; and excerpts obtained from an
assortment of documents and artifacts (Merriam & Tisdell, 2016). Data collection was focused
on inquiring perspectives through interviews as it relates to this study’s workforce scarcity
problem of practice. Table 7 shows the method that was used to collect data as it for the research
questions.
Table 7
Data Source
Research questions Method: Interviews
What are the hiring managers’ knowledge and motivation
related to attracting and hiring Millennials and Gen Zs?
X
How do the organizational and external influences impact
hiring managers’ capacity related to attract and hire
Millennials and Gen Zs?
X
Method: Interviews
The method for this qualitative study consisted of conducting interviews with the hiring
managers. These interviews provided the insight that cannot be otherwise collected through
observation, and they were focused on understanding knowledge, motivation, and organizational
influences faced by the hiring managers that attribute to building the workforce. Merriam and
Tisdell (2016) described the different types of interviews that can be conducted, to include
86
highly structured/standardized, questionnaire-driven interviews, semi-structured, or
unstructured/informal. Since this study is focused on evaluating how performance can be
improved to attract and hire Millennials and Gen Zs in the A&D industry to address workforce
scarcity, a semi-structured approach to interviews was used. A semi-structured approach
provides a balance of a structure and unstructured interview; questions are structured in a manner
to provide the researcher some flexibility to tailor to the respondent, especially if new ideas are
introduced by the respondent, which is anticipated for this study.
Participants
The participants for the interviews were hiring managers within the A&D industry; they
were determined to be the most influential group given that they a) typically have both tactical
and strategic responsibilities to implement organizational goals and objectives, and b) work
directly with the current workforce, potential candidates, and talent acquisition. Hiring managers
are defined as those that are empowered to hire employees to fill open positions, as well as fire
employees that are not performing as expected. Additionally, as influential leaders of the
organization, through the recruitment and selection of new members into the workforce, the
hiring managers subtly embed and perpetuate their cultural norms and values (Schein, 2017).
This is a compelling, unconscious practice embeds culture since hiring managers more times
than not recruit candidates that have similar style, views, values, and behaviors (Schein, 2017).
The target population for this study included hiring managers from AD1 Inc., as the
organization of study for examining the problem of practice addressing workforce scarcity. A
definitive list with the number of hiring managers within AD1 Inc. is not available. The objective
sample for this qualitative study included 8-15 hiring managers selected through non-probability
purposeful sampling. This sample size is based on similar studies on various A&D workforce
87
issues, including those conducted by Campbell (2011), Gandhi (2020), Godfrey (2021),
Newberry (2017), and Smith (2021), where the researcher achieved data saturation or
redundancy. Data saturation is hearing the same responses to interview questions with no new
insight (Merriam & Tisdell, 2016). To determine how I have reached data saturation, I engaged
in data analysis as data was being collected collection. Conducting data collection and analysis
together helps to optimize research and determine data saturation (Merriam & Tisdell, 2016).
Non-probability purposeful sampling provides a basis to collect data in order to discover,
understand, and gain insight from the participants (Merriam & Tisdell, 2016). I used the
following criteria to choose the sample of hiring manager participants following:
1. Has worked or currently works in the A&D industry and/or U.S. government for at
least 10 years.
2. Has worked at AD1 Inc. in the last five years, or currently works at AD1 Inc.
3. Has been in a middle, senior, or executive level leadership role, that managed/led
employees for at least five years.
4. Holds a bachelor’s degree or higher.
5. From one of the following demographic cohorts: Baby Boomer, Generation X, or
Millennial.
The ideal participant is a hiring manager in a leadership role within the A&D industry and/or
U.S. government at for at least 10 years that is currently employed at AD1 Inc., or was formerly
employed at AD1 Inc. within the last five years. Different levels of leaders were preferred, to
include any of the following: C-level, president, vice president, director, senior manager, or line
manager. Hiring managers can be male or female, but a sample that is equally distributed
between both sexes is desired. Additionally, hiring managers are not required to have a STEM
88
degree and may come from differing locations across the United States. To recruit the sample of
participants, I used my existing network of relationships within AD1 Inc. and the A&D industry.
Instrumentation
Using qualitative research design concepts from Creswell and Creswell (2018) and
Merriam and Tisdell (2016), an interview protocol was developed to structure and organize the
process, ensuring a consistent data collection procedure that is focused on the purpose of this
study. Given that this study focuses on evaluating how performance can be improved to attract
and hire Millennials and Gen Zs in the A&D industry to address workforce scarcity, specific
information about the hiring managers’ experience, views, thoughts, and beliefs were desired.
This required an interview protocol that involves both structured/standardized and
unstructured/informal approaches in order to provide the researcher flexibility to tailor to the
participant’s responses during the interview process, such as for worldviews as they materialize,
and emerging ideas on the topic.
To align with these peculiarities, a semi-structured approach was the basis of developing
the interview protocol. I structured the interview questions in a manner to provide flexibility to
adapt to the hiring managers’ responses during the interview process, including for different
thought processes and new ideas as they emerge. Under this semi-structured approach, the
interview was guided by a mix of both structured questions and open-ended questions. The
structured questions are demographic in nature to obtain background information about the
hiring manager, while the open-ended questions explore the issue of workforce scarcity. To
incite responses from the participants, Patton (2015) as cited in Merriam and Tisdell (2016),
suggested covering six types of questions to include the following:
• Experience and behavior questions,
89
• Opinion and values questions,
• Feeling questions,
• Knowledge questions,
• Sensory questions, and
• Background/demographic questions.
Data Collection Procedures
Merriam and Tisdell (2016) emphasized that it is important to select participants who can
contribute information, including experience and opinions, to enhance the researcher’s
understanding of the problem of practice in question. Somewhat of an informant, the participant
is one that understands the organization’s culture, in this case AD1 Inc.’s culture, but is willing
to share their insight with the researcher (Merriam & Tisdell, 2016). For this study, the ideal
participant is open to expressing their experience, thoughts, feelings, and opinions with respect to
AD1 Inc.’s organizational culture.
As a former member of the A&D industry that worked within different A&D companies
for 15+ years, I used my existing network and knowledge to establish a list of potential
candidates that met the participant criteria. I retained ownership and configuration control of the
list of potential candidates, protecting it from disclosure, including using pseudonyms and
password controlled documents. The target number of participants was 8-15 hiring managers.
Table 8 provides a snapshot of a sample record that was used to organize and track the
participants.
90
Table 8
Sample Record of Candidates for Research Participants
Name Pseudonym Email Phone
number
Meets
participant
criteria
(Y/N)
Preferred
means for
contact
Interview
date/time
Jennifer S. JS1 jamarino@
usc.edu
213.399.
2096
Y Email
05/11/2022
1600 ET
Mark H. MH2 xxxx@gm
ail.com
xxx.xxx.
xxxx
N Phone N/A
Jelean M. JM3 xxxx@gm
ail.com
xxx.xxx.xx
xx
Y Email 05/22/2022
1500 ET
I contacted each potential candidate by phone to ascertain their interest in participating in
the study, and sent a follow up email with the Information Sheet for Exempt Studies, customized
for the study. In communicating with the potential candidates, I promoted fully informed
consent, voluntary participation, and no attribution. Upon receiving acceptance by the potential
candidate to participate, I scheduled the date and time of their interview. The hiring managers
were geographically dispersed throughout the United States. To accommodate and maximize
participation, I offered to conduct the interview either over the telephone, virtual through
Zoom/MS Teams, or in person. The length of time for the interviews ranged from 30 minutes to
one hour. With the hiring manager’s consent, the interview was recorded. To ensure
confidentiality and protection of the hiring manager’s information and source of the data, I
complied with the following procedures: used pseudonyms maintained password-protected
documents; and destroyed all recordings and transcripts that contained identifying information.
91
The research interviews were the main resource of qualitative data to understand this
workforce scarcity phenomena. I used a semi-structured approach to the interview, consisting a
mix of both structured and open-ended questions. The structured questions were demographic in
nature to identify general background, while the open-ended questions explored the hiring
manager’s experience, thoughts, feelings, and opinions on the issue of workforce scarcity.
Appendix A provides the interview protocol that was used to conduct the interviews with the
hiring managers.
Data Analysis
Qualitative data analysis entails the data management and interpretation of collected data
with the objective of discovering patterns and developing explanations (Gibbs, 2007; Merriam &
Tisdell, 2016). A large volume of data is typically created from interviews, including interview
transcripts, collected documents, and video and audio recordings, requiring optimal organization
and structure (Gibbs, 2007). As described by Merriam and Tisdell (2016), data management
involve three phases: preparation, identification, and manipulation. Using a few tools, including
word processing software and computer assisted qualitative data analysis software, provides an
organized and structured approach, ensuring integrity of the data, as well as consistency in
perceptive analysis that is grounded in the data (Gibbs, 2007; Merriam & Tisdell, 2016).
Merriam and Tisdell (2016) and Gibbs (2007) also recommended engaging in simultaneous data
collection and analysis as a means to recognize emerging issues that can be adapted into the
semi-structured interview approach.
Data analysis was a lengthy process, particularly given the depth of data that was
collected from the participants and performing concurrent data collection and analysis. To assist
with data preparation, I used word processing and database programs. For data identification,
92
which includes coding and retrieving the excerpts from the interviews, video and audio
recordings, and field notes, I used a computer assisted qualitative data analysis software, Otter.ai.
Coding entails labeling the text or assigning priori codes based on the content with respect to the
KMO conceptual framework, while retrieving provides a way to collect similar text, setting the
basis for data manipulation (Gibbs, 2007; Merriam & Tisdell, 2016). Based on Corbin and
Strauss’ (2015) as cited in Merriam and Tisdell (2016) a three-step coding process, open, axial,
and selective coding was used as follows:
1. Open coding: Labeling the data that could be relevant to the study;
2. Axial coding: Connecting data to categories and adjusting the categories;
3. Selective coding: Identifying core similarities and themes.
Additionally, to align with the Clark and Estes (2008) KMO framework for this study,
concept-driven coding was used, in which priori codes were established based upon the
knowledge, motivation, and organizational influences identified through the literature review.
Data manipulation included the basic approach of inductive and comparative research, constantly
comparing the data from one interview to the next, eventually leading to grounded theory—
concepts or theories emerging from the data (Gibbs, 2007; Merriam & Tisdell, 2016).
Credibility and Trustworthiness
This study explores the issue of workforce scarcity in the A&D industry, using AD1 Inc.
as the organization, and the hiring managers, the main stakeholder, to identify and understand
performance gaps. Provided the applied nature of the research, credibility and trustworthiness of
the information is not only imperative, it is required. Credibility and trustworthiness, in some
cases also referred to as validity and reliability, is the keystone of qualitative research (Merriam
& Tisdell, 2016). Credibility focuses on accuracy in the data, while trustworthiness ensures that
93
the researcher’s approach is standardized, uniform, and consistent (Creswell & Creswell, 2018).
These concepts are especially important in applied fields, given that the researcher gathers
information through interviews which can be intrusive to the participants involved (Gibbs, 2007;
Merriam & Tisdell, 2016). Additionally, to influence any field, practice, or theory, it is essential
for research studies to be exceptionally thorough (Gibbs, 2007; Merriam & Tisdell, 2016). The
data presented must be credible and trustworthy, and resounding to practitioners and other
researchers that would use and implement the data in their workplaces (Gibbs, 2007; Merriam &
Tisdell, 2016).
First, to ensure credibility of my research, I employed a few different strategies to
include: triangulation, respondent validation, and adequate engagement in data collection.
Triangulation involves using the combination of a) more than one data collection method, b)
several sources, c) many researchers, and/or d) various theories, thereby increasing credibility
and mitigating concerns that the research is one-sided (Merriam & Tisdell, 2016). Adequate
engagement in data collection ensures sufficient time is spent to collect the data in order to
achieve data saturation (no new insight from further research) (Gibbs, 2007; Merriam & Tisdell,
2016).
To triangulate the data, I collected data by conducting interviews with multiple
participants, and therefore multiple sources of data. This will enable comparing, validating, and
synthesizing the data to identify common themes and disparities, ensuring accuracy. As
interviews were completed, the data was provisionally analyzed and interpreted as well as shared
with the participants to validate plausibility in the findings. Additionally, adequate engagement
in data collection was used as an approach to achieving data saturation. The target number of
participants for the interviews was 8-15 hiring managers; as the data was collected, analysis was
94
conducted concurrently to assess for common themes, disparities, and no new insight as to
determine when data saturation has been achieved.
Secondly, trustworthiness of the data was assured by using standardized and consistent
protocols, and maintaining an audit trail. Merriam and Tisdell (2016) described that
trustworthiness directly corresponds to the researcher’s proven competency; intellectual rigor;
credibility in the methods, data collection, and analysis; and integrity in the research process. To
ensures trustworthiness and integrity of the data the protocol provided in Appendix A was used
for the interviews.
Ethics
Ethical issues arise in qualitative research during planning and data collection (Gibbs,
2007). These include fully informed consent, personal and individual identification, and the
sensitivity of participation that could cause harm (Gibbs, 2007). Bolman and Deal (2017)
described positionality, power, and ethics as the politics of an organization. Participants may be
concerned with consent, confidentiality, authority, and their general involvement in the study.
Those that are willing to participate may consciously or unconsciously hold back their actual
perspective to protect themselves, their leadership, or organization (Bolman & Deal, 2017).
Researchers need to be aware of these ethical implications, develop a strategy to mitigate them,
and address any ethical concerns prior to starting data analysis (Gibbs, 2007).
Rationale for Institutional Review Board (IRB)
The purpose of IRB was to request review and approval to conduct qualitative research
for this study, which explores the failure of the A&D industry to attract and hire Millennials and
Gen Zs causing workforce scarcity. To obtain qualitative data, I proposed to conduct interviews.
Since the interviews involved collecting data from individuals about their organization, the
95
issues of positionality, power, and ethics were bound to arise. Additionally, participants would
likely be concerned with consent, confidentiality, authority, and their general involvement in the
study.
To minimize the potential for employees to feel coerced to participate, I promoted fully
informed consent and voluntary participation, including making sure the participant is
comfortable with their participation throughout the process. Through fully informed consent, I
explained the following to each participant: the exact research they are participating in, what will
occur to them during the research, and what will happen to the data (Gibbs, 2007). Additionally,
I explained my procedures for confidentiality, to include the protection of their identity and data,
through the use of pseudonyms, password-protection of any and all documents, and upon
completion, destroying all recordings and transcripts. Lastly, I held a position of neutrality as a
researcher, and affirmed my duty to provide the participants a psychologically safe environment.
I did not use my previous role in A&D as a position of authority to coerce any participation for
this research, and did not include anyone that I directly supervised.
To recruit participants, my interview protocol included offering a couple of incentives, to
include the following: a) sharing the results of the study upon receiving USC approval and
doctoral conferment, and b) providing light refreshments, such as coffee, tea, and water, and
snacks, such as pastries and fruit, during the interview. Based on informal discussions with
various leadership of AD1 Inc., many have expressed their interest in the outcome of my
research. Given these aspects, there may be potential issues related to consent, confidentiality,
incentives, and power dynamics. To mitigate these potential issues, I implemented the following
general processes and procedures:
• Consent: I promoted fully informed consent and voluntary participation, including
96
making sure the participant is comfortable with their participation throughout the
process. An Information Sheet was provided to each potential candidate and I
verbally went through the Recruitment Questionnaire to confirm they met the hiring
manager criteria. I asked the candidate if they were still interested in participating in
the study, obtaining their verbal consent. For interviews that were recorded, I
obtained additional verbal consent from the participant.
• Confidentiality: Trust, credibility, and confidentiality go hand in hand. To ensure
confidentiality and protection of the participant’s data, I used pseudonyms for each
participant; password-protected any and all working documents with identifiable
information; and upon completion of the data analysis, destroyed all recordings and
transcripts. This ensured my trust, credibility, and integrity.
• Incentives: No monetary compensation was provided to the participants. However,
light refreshments and snacks were offered during the interview as well as a copy of
the final dissertation upon approval and doctoral conferment from USC.
• Power dynamics: I held a position of neutrality and affirmed my duty to provide the
participants a psychologically safe environment, including equal opportunity, fair and
respectful treatment, and confidentiality of their interview responses and identity.
Underlying Ethics
Due to my role as a researcher for the university and as a former employee in a leadership
role within A&D, there could be potential ethical concerns. Under both roles, my obligation is
foremost to ensure any ethical issues including consent, confidentiality, and power dynamics, are
alleviated prior to starting data collection and analysis. Secondarily, my duty was to provide
neutrality and unbiased perceptive analysis. The participants were also employed or formerly
97
employed by AD1 Inc.; therefore, the company would be considered the primary consumer for
this study. AD1 Inc. would likely share the same concerns as the participants, but also benefit
from the research. I did not include anyone that I directly supervise within the scope of the study.
To mitigate ethical concerns, I followed the general processes and procedures described
in the previous section, as well as the interview protocol, while ensuring open communication
and accountability. Lewis (2011) described that communication, at all levels, albeit strategic and
tactical, are key when building trust and credibility. From an accountability perspective, as a
researcher, it was important to understand my role and how the relationships I have within AD
Inc. and the A&D industry can affect my perceptive analysis. Being aware of the various
implications plays a significant role in my ability to conduct research ethically, and represent the
views of the participants unbiased and accurate as possible. This enabled neutrality, impartiality,
and objectivity in the analysis, findings, and recommendations; still recognizing that pure
objectivity is not always plausible.
Limitations and Delimitations
A comprehensive evaluation would include multiple stakeholders; however, for a more
pragmatic approach, this analysis focused on hiring managers, to include middle, senior, and/or
executive leaders. The scope included understanding the hiring managers’ capacity to attract and
hire Millennials and Gen Zs in the A&D industry. The analysis employed the Clark and Estes
(2008) framework to explore knowledge, motivation, and organizational influences that
potentially created gaps for the hiring managers to achieve the goal of attracting and hiring
Millennials and Gen Zs in the A&D industry. In consideration of factors outside my control,
there were a number limitations and delimitations identified.
98
Limitations
Prior to conducting the study, a number of limitations were anticipated. A limitation for
was the sample size of the interview participants. I was not able to interview all hiring managers
at AD1 Inc. in the time designated for this study; as a result, the sample size chosen was 8-15
hiring managers that were selected through non-probability purposeful sampling. This sample
size is comparable to other studies on various A&D workforce issues, including those conducted
by Campbell (2011), Gandhi (2020), Godfrey (2021), Newberry (2017), and Smith (2021). These
researchers noted in their studies that they were able to achieve data saturation, and on average,
no new information was introduced after conducting eight interviews.
Another limitation is that each participant will commit to complete the interview and not
back out. Out of the 10 candidates I selected to participate, eight volunteered and two did not
respond. It is also presumed that the participants responded to the interview questions honestly
without fear of reprisal. However, there would be no conclusive evidence available to confirm
that all participants responded to the interview questions truthfully. I considered the participants’
responses to be true and accurate, using the information for this study.
My personal biases and the participants’ personal biases (conscious and unconscious)
about AD1 Inc. and/or the A&D industry was also considered a limitation. The participants’
personal views, attitudes, and opinions are perpetual and could affect their responses and the
data. Similarly, though I am aware of my own biases, my personal worldviews and experiences
could also affect data analysis. Nevertheless, my personal biases and the participants’ biases
would be incredibly difficult to pinpoint and fully disassociate from.
Furthermore, there were a number of limitations that occurred during the study, which
were not anticipated prior to the study. A limitation was that I abruptly left my role within the
99
A&D industry and no longer had access to a larger pool of hiring managers. Another limitation
was the sample size, which was 8-15 hiring managers that were selected through non-probability
purposeful sampling. I selected 10 candidates, and eight candidates volunteered to participate.
However, I conducted seven out of eight participant interviews due to schedule conflicts with the
eighth participant.
Delimitations
Prior to the study, a number of delimitations were anticipated. Considering the extent of
the overall study, to include literature review, study methodology, findings, and
recommendations for practice, the duration of the research period was a delimitation. Based on
the doctoral program requirements and my personal and professional circumstances, about two
years was allocated to research. This allotted timeframe created a delimitation for this study,
especially in light of the COVID-19 pandemic which began in early 2020 and was ongoing
during the research period. Of the allotted research timeframe, about one year was allocated to
the qualitative research portion of the study to include conducting interviews, and documentation
and artifact analysis; and prepare findings and recommendations for practice. This allocated
period for qualitative research was an additional delimitation for this study.
Throughout the doctoral program, I learned about numerous conceptual and theoretical
frameworks that could be applied to this problem of practice. However, I chose Clark and Estes’s
(2008) knowledge, motivation, and organization gap analysis as the framework for this study,
creating a delimitation. To align with this framework, the scope of this study was specifically
designed to focus on the hiring managers’ knowledge, motivation, and organizational influences
that potentially created gaps for them to achieve the goal of attracting and hiring Millennials and
Gen Zs in the A&D industry.
100
As demonstrated through the literature review, the A&D industry faces a workforce
scarcity problem for many reasons. This information substantiated and helped to shape the study,
and multiple companies within the A&D industry could have been chosen as organizations of
study. For pragmatic reasons I chose only one organization of study, AD1 Inc. Furthermore, as a
practical recruitment methodology, I chose to include both former and current employees of AD1
Inc. as the research interview participants. Given the nature of this study’s design, which focuses
on AD1 Inc. and interview participants that includes former and/or current employees of AD1
Inc., there is limited generalizability beyond AD1 Inc. For these reasons, this presented another
delimitation for this study.
In addition, there were a number of delimitations that occurred during the study, which
were not anticipated prior to the study. A delimitation was that I initially planned to conduct two
methods for qualitative research, including document and artifact analysis, and interviews;
although, due to difficulty accessing documents and artifacts, only interviews were conducted.
The interviews, however, covered the scope of the knowledge, motivation, and organizational
influences identified for this study. Further, another delimitation was that some of the analysis
from the participants’ interview responses resulted in inconclusive to determine whether the
motivation and organizational influences were a gap or asset. This may be due to the wording of
the questions or the participants’ understanding of the questions. Nevertheless, the other
participants’ interviews provided adequate information to determine and support the findings.
101
Chapter Four: Findings
Developing a 21st-century workforce within the A&D industry is not a new problem and
has been a lingering concern over the last few decades. As the literature review indicated, the
diversity gap, including age, gender, and race, continues to be the center of the issue. This study
focused on why the industry has failed to attract and hire Millennials and Gen Zs—the
generational gap. The findings were drawn from qualitative data, which included participant
interviews. Using Clark and Estes’s (2008) performance gap analysis framework, I explored
knowledge, motivation, and organizational influences that may impede the hiring managers of
AD1 Inc. from achieving the goal of attracting and hiring Millennials and Gen Zs to the
organization. The research questions used to guide this study included the following:
1. What are the hiring managers’ knowledge and motivation related to attracting and
hiring Millennials and Gen Zs?
2. How do the organizational and external influences impact hiring managers’ capacity
to attract and hire Millennials and Gen Zs?
Table 7 provides a summary of the qualitative research methods as they relate to addressing the
research questions. A comprehensive study would include exploring performance gaps of
multiple stakeholder groups. For a more pragmatic approach, the hiring managers, to include
middle, senior, and executive leaders, were chosen as the main stakeholder and focus group.
Figure 6 illustrates how the key stakeholder groups are interrelated and dependent; therefore, all
stakeholder groups would benefit from the findings even though hiring managers were the
participant group of focus for this study.
102
Figure 6
Hiring Managers Are Central to Closing the Diversity Gap
Interview Participants
The participants included hiring managers from AD1 Inc. Hiring managers were
determined to be the most appropriate focus group given that their role typically included tactical
and/or strategic responsibilities to influence and implement organizational workforce goals,
including leading the current workforce, working with potential candidates, hiring personnel,
and/or developing staffing plans. The interviews focused on understanding the hiring managers’
capacity relative to knowledge and motivation influences required to achieve the goal of
attracting and hiring Millennials and Gen Zs to AD1 Inc. Furthermore, the interviews also sought
to better understand the organizational influences that would enable the hiring managers to
succeed in helping to achieve AD1 Inc.’s workforce performance goals, including closing
diversity gaps.
C-level Leadership
Hiring Managers
(Middle, Senior, and
Executive Level Leaders)
Current and
Potential
Millennials & Gen Z
Employees
Customers
STAKEHOLDERS ARE ACCOUNTABLE TO EACH OTHER TO ACHIEVE PERFORMANCE GOALS
Primary owner accountable for
driving strategic change;
responsible for providing
environment to enable
performance
Leaders with tactical and/or
strategic responsibilities to
influence/implement plans to
achieve performance goals
Future successors and leaders
fundamental to workforce
growth, driving need for change
Ultimate benefactor, responsible
for mission success, central to the
success/failure of A&D industry,
driving need for change
The hiring managers were the stakeholder group chosen for this study given their ability to subtly embed and perpetuate
their beliefs, values, and assumptions during the selection of new members (Schein, 2017).
103
Consistent with the methodology outlined in Chapter 3, the participants met the following
criteria: a) current or former AD1 employee within the last five years; b) worked in the A&D
industry and/or U.S. government for at least 10 years; c) have been in a middle, senior, or
executive role that led employees for at least five years; d) hold a bachelor’s degree or higher;
and e) identify with one of the following demographic cohorts: Baby Boomers, Generation X,
and Millennial. The target sample size was 8-15 participants. Using my knowledge and network
of the A&D industry, through non-probability purposeful sampling, I selected and invited 10
candidates to participate.
From the total of 10 hiring managers, eight responded and expressed their desire to
participate, and two did not respond to the invitation. Out of the total eight hiring managers who
initially volunteered, a total of seven hiring managers were interviewed. Though the eighth
hiring manager accepted the invitation to participate, due to conflicting schedules, I was unable
to conduct their interview. I did not meet the minimum target sample size of eight; however, I
achieved data saturation by the fifth participant, as the interviews from the sixth and seventh
participants did not introduce any new findings. The final sample of seven participants included
middle, senior, and executive level leaders, male and female representation, and Baby Boomers,
Generation Xs, and Millennials. All interviews were conducted remotely via Zoom, an
audio/video software platform for remote meetings. Providing an avenue for remote participation
accommodated participant locations across the United States given the COVID-19 pandemic that
began in early 2020. Table 9 provides a summary of the participants, education, and professional
background.
104
Table 9
Summary of Participants and Background
Participant
pseudonym
Demographic
cohort
Education
(STEM or
Non-STEM) Current role;
organization
Total
years
with
AD1
Inc.
Total years in
A&D
industry/U.S.
government
1 Ms. Ava Baby Boomer Non-STEM Senior level
leader; nonprofit
organization
<10
years
30+ years
2 Mr. Benji Generation X Non-STEM Senior level
leader; AD1
Inc.
25+
years
25+ years
3 Ms. Camila Generation X STEM Senior level
leader; nonprofit
organization
15+
years
15+ years
4 Mr. Darren Generation X STEM Senior level
leader; space
company
<5
years
30+ years
5 Ms. Elise Baby Boomer STEM Executive
level leader;
non-profit
organization
15+
years
30+ years
6 Mr. Freddie Millennial Non-STEM Middle level
leader; AD1
Inc.
<5
years
10+ years
7 Mr. Geno Baby Boomer STEM Senior level
leader; AD1
Inc.
<5
years
30+ years
105
Findings for Research Question 1
Qualitative analysis was conducted to determine how hiring managers’ knowledge and
motivation impacted their ability to attract and hire Millennials and Gen Zs to AD1 Inc.
Specifically, the data collected from interviews was analyzed to understand the hiring mangers’
a) declarative, procedural, and metacognitive knowledge; and b) task value, self-efficacy, and
attribution motivation, as it relates to Millennials and Gen Zs. The subsequent sections describe
the findings of these knowledge and motivation influences.
Knowledge Influences Findings
The hiring managers’ knowledge was studied using data collected from seven participant
interviews. The following knowledge influences were explored:
1) Managers’ understanding of demographic generations currently in the A&D
workforce;
2) Managers’ understanding of causes of Millennials and Gen Zs not to choosing a
career in the A&D industry;
3) Managers’ understanding of the needs/wants of Millennials and Gen Zs when seeking
an employer;
4) Managers’ ability to incorporate strategies of differential into hiring practices for
Millennials and Gen Zs; and
5) Managers’ ability to reflect on strategies that are not working for them in recruiting
Millennials and Gen Zs to continually improve their recruitment initiatives.
Table 14 summarizes the participant findings for each knowledge influence, and shows there
were no knowledge gaps identified to support attracting and hiring Millennials and Gen Zs. The
data uncovered organizational gaps, which is discussed in the organizational findings section.
106
Table 10
Knowledge Influences and Interview Participant Findings
Interview participant findings
Knowledge
type
Declarative Procedural Metacognitive
Assumed
knowledge
influence
Hiring managers’
knowledge of
the
demographic
cohorts
currently in the
A&D
workforce.
Hiring managers’
knowledge of
what is causing
Millennials and
Gen Zs not to
choose a career
in the A&D
industry.
Hiring managers’
understanding
of the needs or
wants of
Millennials and
Gen Zs when
seeking an
employer.
Hiring managers’
ability to incorporate
strategies of
differentiation into
hiring practices for
Millennials and Gen
Zs.
Hiring managers’
reflection on
strategies that are not
working for them in
recruiting Millennials
and Gen Zs to
continually improve
their recruitment
initiatives.
1 Ms. Ava Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
2 Mr. Benji Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
3 Ms. Camila Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
4 Mr. Darren Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
5 Ms. Elise Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
6 Mr. Freddie Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
7 Mr. Geno Demonstrated
understanding
Demonstrated
understanding
Demonstrated
understanding
Demonstrated ability Demonstrated
awareness
107
Hiring Managers Had A Robust Understanding of Millennials and Gen Zs
It was apparent that the participants have declarative knowledge of the following
assumed declarative influences: a) the demographic cohorts that are currently in the workforce;
b) why Millennials and Gen Zs are unlikely to choose a career in the industry; and c) the needs
and wants of Millennials and Gen Zs when looking for an employer. The participants responses
also showed that these three assumed declarative influences are related and interconnected. Each
participant demonstrated the depth of their declarative knowledge, and Table 11 provides a
summary of the participants’ key quotes from the interviews.
Generational Makeup of the A&D Workforce. All participants were aware of the
different demographic cohorts that are part of today’s A&D workforce, and described that the
workforce includes Baby Boomers, Generation Xs, Millennials, and Gen Zs. All participants
believed that the majority of AD1 Inc.’s workforce are Baby Boomers and Generation Xs, and
articulated how generations differ significantly in terms of views, values, and behaviors. All
participants also described they believe that Baby Boomers and Generation Xs are the opposite
of Millennials and Gen Zs. Sharing similar sentiments, all participants believed that it was
important to understand the era one grew up in because it often shaped and influenced thinking,
views, values, and behaviors.
To exemplify, the views of three participants will be discussed. Ms. Ava, Mr. Freddie,
and Mr. Geno described that generational era is the basis of one’s thinking and forming
perspectives. Ms. Ava believed that behaviors, especially in the workplace, changes over time;
“things seem to be generational in appropriateness, what you could do or couldn't do in the 50s
and 60s in the workplace, you can do today, and now representation is very diverse, including all
people.” Mr. Freddie believed that the generational gap was in reality “a cultural gap.” He
108
perceived that because Baby Boomers lived through a period of hardship after the Great
Depression and World War II, the main motivation for work was “for survival” or “to put food
on the table,” and not necessarily to do something they loved. He felt that Millennials and Gen
Zs were more motivated by doing something they loved, “we’re fortunate that for the most part
we’re not resource starved or resource insecure as maybe like my grandparents or our parents
were.” In describing the different generations in the workforce, Mr. Geno felt that Baby Boomers
and Generation Xs were more inclined to have a group bond, whereas Millennials and Gen Zs
focused on more on themselves. He believed that Millennials and Gen Zs “are a little bit more
isolated in how they interact with each other and society.”
Millennials and Gen Zs Unlikely to Choose Careers in A&D. All participants
articulated that while they think it is important to understand what each generation values, it is
just as important to respect the differences in values. This was uncovered when I inquired what
the participants value in an employer and why they think that Millennials and Gen Zs may be
unlikely to choose a career in A&D. All participants believed that Millennials and Gen Zs are
less likely to choose careers with AD1 Inc. and the A&D industry because of their culture and
reputation; they believed that what attracted Baby Boomers or Generation Xs to AD1 Inc. and
the A&D industry did not necessarily attract Millennials and Gen Zs.
To illustrate, the views of two participants will be discussed further. Ms. Camila and Ms.
Elise underscored the importance of culture and reputation, and how Millennials and Gen Zs
could be deterred from working at AD1 Inc. and within A&D. Ms. Camila and Ms. Elise
believed that AD1 leadership built a culture around “supporting the warfighter” and “the
mission,” and used these tenets to motivate the workforce. They believed that though this culture
resonated with Baby Boomers and Generation Xs, it seemed that the majority of Millennials and
109
Gen Zs did not resonate with this culture.
Ms. Elise felt that with respect to Millennials and Gen Zs, “they were not interested in
war and could not relate.” Ms. Camila perceived that Gen Zs are versed in world events to a
greater extent compared to older generations like Generation X, and stated, “Gen Z in particular
is a lot more empathetic, I think than Gen X and so I think because of that jumping into an
industry like defense is almost distasteful.” Ms. Camila further described that she has a STEM
degree, and felt that young generations with STEM education have more career choices at
companies with “cooler technology” as compared to defense companies with military products,
and stated:
I think that advent of other cooler technology makes defense a harder sell in terms of
where does one want to go in their career. Any of those like major technology companies,
they’re way sexier to work at from a technology and a STEM standpoint than defense, to
the point where I think a lot of kids coming out of engineering school like working, being
a mechanical engineer and working on missiles doesn't really sound as fun as like
working at Tesla or working at Porsche, like designing dashboards on cars. So it's
[defense] not really seen as being cool. I will say that, I think with some of the cool
startups like Elon Musk's SpaceX, I think defense or at least some aspects of space, at
least are looking a lot cooler than they used to. Big companies [in A&D] may get some of
the spillover talent that didn't want to go to SpaceX but I think that's a big part of why it's
been so hard to recruit and keep that age group [Millennials and Gen Zs] at AD1 Inc.
The perspectives shared by Ms. Elise and Ms. Camila demonstrated that they recognize and
understand why Millennials and Gen Zs are unlikely to choose careers in the A&D industry, and
may seek career opportunities in high tech companies perceived to be more appealing.
110
Needs and Wants of Millennials and Gen Zs in an Employer. All participants showed
a profound understanding of the needs and wants of Millennials and Gen Zs when looking for an
employer. A common theme across all participants is the belief that Millennials and Gen Zs have
a lot more opportunities to choose from compared to when Baby Boomers and Generation Xs
entered the workforce, which allowed Millennials and Gen Zs to be more selective in searching
for the right role and employer. Additionally, all participants felt that Millennials and Gen Zs are
generally ambitious and want to grow, develop, and promote quickly, and were attracted more to
organizations with fast-paced environments and collaborative type cultures instead of slow,
bureaucratic environments and top-down, hierarchical cultures.
To demonstrate, the views of two participants will be described further. Mr. Darren and
Mr. Benji shared their perspectives based on what they had learned from numerous years of
leading, mentoring, and coaching multiple generations, including Millennials and Gen Zs. Mr.
Darren believed that AD1 Inc. and the A&D industry still operates in the old paradigm, which is
unattractive to new generations. Mr. Darren stated:
A&D hires you for a specific spot and don’t want you to ever go anywhere else, and want
you to churn out work, and that’s not what these new generations are looking for. They’re
looking for where they can add value and have a career and grow. Times have changed
and older defense companies have not changed with it.
Mr. Benji believed that Baby Boomers, Generation Xs, Millennials, and Gen Zs still have the
same basic values, including “honesty, character, and integrity.” However, he felt the generations
had different expectations about career growth, and stated, “Generation X and older expect to
grow to the next level based on time served, whether they’ve showed a depth of experience or
not, Millennials and younger expect to move up the ladder based on how much work is put in.”
111
Table 11
Participants’ Demonstration of Assumed Declarative Knowledge Influence
Assumed
declarative
knowledge
influence
Number of participants
demonstrating assumed
knowledge influence
Key quotes
Hiring managers’
knowledge of
what
demographic
cohorts are
currently in the
A&D workforce.
7 of 7 “Things seem to be generational in
appropriateness, what you could do or
couldn't do in the 50s and 60s in the
workplace, you can do today, and what was
represented and who was represented back
then now the representation is very diverse,
including all people.” (Ms. Ava)
“We've been frustrated as an organization that
we haven't been able to recruit many of the
Gen Zs to even join our organization.” (Ms.
Elise)
Hiring managers’
knowledge of
what is causing
Millennials and
Gen Zs not to
choose a career in
the A&D
industry.
7 of 7 “The things that are important to younger
generations are very different. There's a
sense of kind of like a person, their place in
the world, and the impacts on others. Gen Z
in particular is a lot more empathetic than
Gen X. I think because of that, jumping into
an industry like defense almost is a little
distasteful.” (Ms. Camila)
“They [AD1 Inc. and A&D] think new
generations are only thinking about
themselves and are short sighted; that's not
the case, they're reacting to the decisions
that were made by leadership 30, 40, 50
years ago.” (Mr. Darren)
“Millennials and Gen Zs don't have the
patience to wait 20 years to be a chief
engineer or before they can do some of the
cool projects.” (Ms. Elise)
“Byproduct of how they’ve [generations]
grown up.” (Mr. Geno)
112
Assumed
declarative
knowledge
influence
Number of participants
demonstrating assumed
knowledge influence
Key quotes
Hiring managers’
understanding of
the needs or
wants of
Millennials and
Gen Zs when
seeking an
employer.
7 of 7 “As a leader it is important to allow the
younger generation to aspire, embrace their
ideas, and provide them the support to
grow.” (Ms. Ava)
“They want active engagement and access to
leadership.” (Mr. Benji)
“They want a sense of belonging and where
they can share their big ideas.” (Ms.
Camila)
“They're looking for where they can add
value, have a career, and grow. Times have
changed and the older defense companies
have not changed with it.” (Ms. Darren)
“Flexibility and autonomy to work remotely.”
(Mr. Freddie)
113
Hiring Managers Had Procedural Knowledge To Incorporate Strategies of Differentiation
Into Hiring Practices For Millennials and Gen Zs
As presented in the previous section, the participants had a robust understanding of
Millennials and Gen Zs, a) the demographic cohorts that are currently in the workforce; b) why
Millennials and Gen Zs are unlikely to choose a career in the industry; and c) the needs and
wants of Millennials and Gen Zs when looking for an employer. Procedural knowledge
seemingly builds from the participants’ declarative knowledge. From the interviews, it was clear
that all the participants know how to incorporate strategies of differentiation into the hiring
practices for Millennials in Gen Zs. Two ideas emerged from the participant interviews about
Millennials and Gen Zs that shaped participants’ perspectives on differentiation strategies: a)
they take control of their own career growth and are not afraid to leave one company for another;
and b) they have numerous opportunities outside of A&D to choose from. Recognizing that
career growth is of the upmost importance, the participants shared their perspectives on different
ways to help AD1 Inc. become a more attractive workplace.
There were similarities in how four participants, Mr. Benji, Mr. Darren, Mr. Freddie, and
Mr. Geno, described their experiences attracting Millennials and Gen Zs to the workforce. They
unanimously believed that it was about providing a certain and environment and culture that
Millennials and Gen Zs are attracted to, including transparency, engagement, and collaboration.
Mr. Benji shared his experience of attracting new generations to his team by being a mentor,
understanding their interests, actively engaging in their development, and providing honest
feedback, including ADI Inc.’s limitations for promotions and salaries. He stated:
The biggest thing that I work with for Millennials and Gen Zs is a level of patience, and I
try to stay out of the emotional discussion of, say salary and stuff like that. I try to be
114
very clear, direct, and, and transparent.
Mr. Darren described how he tried to instill a more collaborative culture at AD1 Inc. by
being inclusive of welcoming new generations and their new ideas, and encouraging them to
speak up. He felt that this type of culture attracted new generations and was lacking at AD1 Inc.,
and also strongly believed that leaders, not human resources, should be accountable to providing
this work environment.
Mr. Geno talked about his experience attracting new generations through mentorship; he
described his work establishing a mentorship organization in a prior role to show them that
someone is willing to dedicate time for their growth and show them they are valuable to the
organization. He also felt strongly that leaders needed to “take it on our shoulders to do that, if
we don’t someone else will.” As a leader that has led up to 20 individuals of senior and new
generations, Mr. Freddie focused on an individual’s intrinsic desire and genuine interest so that
he could find a role that aligns as best as possible. He believed that understanding their
motivation would lead to the individual “feeling a sense of belonging” and “feeling part of a
team.”
The views of three participants, Ms. Ava, Ms. Camila, and Ms. Elise, were comparable in
that they considered diversity as an opportunity to differentiate AD1 Inc. from other employers
and attract Millennials and Gen Zs. Ms. Ava described that throughout her career, she helped to
recruit candidates of diverse backgrounds, including age, gender, and race. The younger
generations were drawn to her mentoring type of leadership style as she listened to their career
aspirations with an open mind, and was also prepared to discuss “tracks of growth and how to get
there,” including working on certain projects or getting the visibility from certain leaders.
Ms. Camila shared that as a leader with purview over high technology development, she
115
purposely recruited younger generations since they had the necessary engineering knowledge
required. She described an environment that provided the team with the framework that enabled
them to do what they loved which was microelectronics, and where they can continue to develop
by pairing them with more senior engineers from the Baby Boomer generation. She perceived
that the Baby Boomer generation really enjoyed learning from the new generations as well.
Ms. Elise believed that recruiting at HBCUs was a significant opportunity for AD1 Inc.,
and stated, “it’s not natural to think of HBCUs to recruit. To get people to look outside of their
comfort, you have to be intentional.” Before she retired from AD1 Inc. about two years ago, she
recruited a Gen Z STEM graduate from a HBCU. Ms. Elise described how well this Gen Z
HBCU new hire is doing very well at AD1 Inc., and provided her with a presentation on why
AD1 Inc. should make a more concerted effort to recruit from HBCUs especially for STEM
graduates such as himself. She shared the presentation with her executive leadership and human
resources; however, she has retired from AD1 Inc. and is unaware if the information on
recruiting STEM at HBCUs resulted in a change in their recruitment efforts.
In summary, all participants demonstrated they have the ability to incorporate strategies
of differentiation into hiring practices for Millennials and Gen Zs. However, the participant
interviews also uncovered organizational gaps that may impede the hiring managers from doing
things differently when it comes to hiring Millennials and Gen Zs. Though the participants can
favorably influence how Millennials and Gen Zs are recruited; they are limited to organizational
policies, procedures, and practices. This will be discussed further in the motivation and
organizational findings sections. Table 12 provides a summary of how the participants
demonstrated their procedural knowledge.
116
Table 12
Participants Demonstration of Assumed Procedural Knowledge Influence
Assumed knowledge
influence
Number of participants
demonstrating assumed
knowledge influence
Key quotes
Hiring managers’
ability to
incorporate
strategies of
differentiation into
hiring practices for
Millennials and
Gen Zs.
7 of 7 “With the Millennials and the Gen Zs you
have to have a level of patience.” (Mr.
Benji)
“There's a steep barrier to entry to being
effective in a defense organization.
Clearances, how things are bid and
budgeted, it makes it really preventative
to engage this younger demographic.”
(Ms. Camila)
“It’s not natural to think of HBCUs to
recruit. To get people to look outside of
their comfort, you have to be intentional.”
(Ms. Elise)
“It's important to reach back and pull those
up that are coming up behind you.
Because if you don't they don't see the
benefit of themselves being part of that
industry.” (Mr. Geno)
117
Hiring Managers Had Metacognitive Knowledge To Improve Recruitment Initiatives for
Millennials and Gen Zs
Having declarative knowledge and procedural knowledge is fundamental to understand
what Millennials and Gen Zs value and incorporate strategies to align with what they look for in
an employer. Metacognitive knowledge further builds from the participants’ declarative and
procedural knowledge, to assess their ability to reflect on what is working or not working to
attract and hire Millennials and Gen Zs. This includes the participants’ ability to adjust in order
to improve recruitment initiatives. From the interviews, it was apparent that all participants have
metacognitive knowledge to improve recruitment initiatives for Millennials and Gen Zs.
Remarkably, all participants portrayed that though they desire and have the ability to adjust
initiatives to recruit Millennials and Gen Zs, they were typically limited to organizational
practices and culture.
The perspectives of three participants, Mr. Benji, Mr. Darren, and Mr. Freddie, were
related in that they believed that developing interest in AD1 Inc. and the A&D industry needs to
be cultivated at a young age—recruiting new generations at the college level could be too late.
Mr. Benji reported that for over 20 years, he has been a mentor for young boys of color through a
number of different organizations, such as the Boys and Girls Club. He shared this with his
executive leader, a business vice president, who was excited about Mr. Benji’s mentorship
expertise and the potential for him to be a mentor for youths and adolescents under ADI Inc.’s
mentoring program. The business vice president introduced Mr. Benji to AD1 Inc.’s mentoring
program lead, however, Mr. Benji was turned away without consideration. Further, Mr. Darren
felt it was imperative to focus at a very young age, and “not stereotype children into what they
should do.” He perceived that STEM should offered as a foundation for all children regardless of
118
their background to provide equal opportunities to pursue roles such as those offered by AD1
Inc. Along the same lines, Mr. Freddie reflected on how important it is to have a mentorship
program to give new generations exposure to what it would be like to work at AD1 Inc. and the
A&D industry. He described that going directly into the workplace from college could be
daunting. He also explained that AD1 Inc. offers a leadership development program for graduate
students, however, it is limited to a few students a year, which limits the recruitment of younger
generations.
For two participants, Ms. Ava and Ms. Camila, improving recruitment initiatives for
Millennials and Gen Zs was about looking at other companies to understand how they have
fared. Ms. Ava shared that at her current employer, a nonprofit organization, recruitment of
diverse backgrounds, including new generations, was embedded into their culture. From the
CEO to the Presidents, to the Vice Presidents and to the Directors, they truly reflected diversity,
and the diverse mindset started with the CEO. She felt strongly that recruiting new generations to
AD1 Inc. was a “losing proposition” until the CEO takes the lead. In Ms. Camila’s current role at
a nonprofit organization, she has been exposed to different companies within A&D, and shared
that Millennium Space is a great example of diversity, especially age, as the Baby Boomers,
Generation Xs, Millennials, and Gen Zs complement one another and work well together. She
credits the CEO to figuring out how to retain senior generations and attract new generations.
Comparably, two other participants, Ms. Elise and Mr. Geno, reflected on the need for
the organization to drive a more open mindset to improve recruitment initiatives for new
generations. Both perceived that people are more inclined to attract and hire those that look like
them or are like them from a long history of the same recruitment strategies. Ms. Elise stated, “as
a whole it's just natural to hire and work around, people feel comfortable working around people
119
who are like you, so for the longest, it's been White males.” As Baby Boomers, they shared that
growing up in an era where they did not look like everyone else, in order to grow, they had to
learn how to work with people they could not identify with. Mr. Geno stated, “I didn't always
look at people and go to sit down and speak with people that were exactly like me. I spoke with
many different individuals to get many different perspectives.” Ms. Elise described at times it
was uncomfortable having conversations with colleagues about diversity but it was necessary so
that as an organization they can learn to look broader to recruit and hire. Mr. Geno described that
he had to learn to talk to people that were not like him and it is a skill that people do not
understand, but it is a critical skill to recruit diverse backgrounds such as new generations.
Reflecting on the participant interviews, the participants demonstrated that they have
metacognitive knowledge with respect to workforce recruitment practices that may not be
working to attract and hire Millennials and Gen Zs. Although, the participants brought to light
that there may be organizational gaps impacting the participants’ ability to enact change even
though they are skilled in to doing so. Table 13 provides a summary of how the participants
demonstrated their metacognitive knowledge.
120
Table 13
Participants Demonstration of Assumed Metacognitive Knowledge Influence
Assumed knowledge
influence
Number of participants
demonstrating assumed
knowledge influence
Key quotes
Hiring managers’
reflection on
strategies that are not
working for them in
recruiting Millennials
and Gen Zs to
continually improve
their recruitment
initiatives.
7 of 7 “Millennials and Gen Zs need
mentorship and coaching, need to be
willing to take them under your
wing.” (Mr. Benji)
“Millennium Space is a great example
of what happens when you mix a
younger, energetic demographic with
a little bit of the sage wisdom of like
a boomer generation. You get this
nice mix of the energy to move
forward and guidance of which
pitfalls to avoid.” (Ms. Camila)
“If you keep doing things the same
way, you're going to just keep
getting the same results.” (Mr.
Darren)
“There's too much of a one size fits all
approach. And I think that limits the
potential to attract the talent,
especially from the younger
generation.” (Mr. Freddie)
121
Motivation Influences Findings
Similarly to the knowledge influences, the hiring managers’ motivation was explored
using the data collected through the interviews. Different types of motivation were explored
through the participants’ lens to include the following: a) the belief that increasing the percentage
of Millennial and Gen Z hires is valued; b) the belief of being capable of increasing the
percentage of Millennials and Gen Z new hires; and c) the belief that their successes in attracting
and hiring Millennials and Gen Zs into the workforce is a result of their own and not due to
external factors beyond their control. Based on the interviews, most of the participants
demonstrated motivation within the assumed influences, indicating that they are motivated to
attract and hire Millennials and Gen Zs. With regard to attribution, there was one participant that
was inconclusive. Table 14 provides a synopsis of the participant findings for the assumed
motivation influences. While no motivation gaps were found, the data showed there are
organizational gaps, which will be reviewed in the organizational findings section.
122
Table 14
Motivation Influences and Participant Findings
Participant findings
Motivation
construct
Task value theory Self-efficacy theory Attribution theory
Assumed
motivation
influence
Hiring managers’ value for
increasing the percentage of
Millennial and Gen Z new
hires.
Hiring managers’ belief in being
capable of increasing the percentage
of Millennial and Gen Z new hires.
Hiring managers’ belief that their
successes in attracting
Millennials and Gen Z employees
into the workforce has been a
result of hiring manager’s
recruitment and hiring strategies
rather than influences outside of
their control.
1 Ms. Ava Demonstrated perceived value Demonstrated confidence in capability Attributed success to own effort
2 Mr. Benji Demonstrated perceived value Demonstrated confidence in capability Attributed success to own effort
3 Ms. Camila Demonstrated perceived value Demonstrated confidence in capability Attributed success to own effort
4 Mr. Darren Demonstrated perceived value Demonstrated confidence in capability Inconclusive
5 Ms. Elise Demonstrated perceived value Demonstrated confidence in capability Attributed success to own effort
6 Mr. Freddie Demonstrated perceived value Demonstrated confidence in capability Inconclusive
7 Mr. Geno Demonstrated perceived value Demonstrated confidence in capability Attributed success to own effort
123
Hiring Managers Had Task Value For Increasing Millennial and Gen Z New Hires
It was discernable from the interviews that all participants saw value in hiring Millennials
and Gen Zs as it was critical to the growth of AD1 Inc. All participants demonstrated perceived
importance to increase new generation hires, indicating that they are motivated to persist
achieving the goal of attracting and hiring new hires that are Millennials and Gen Zs. A few
common sub-themes emerged from the participant interviews, including the importance of
embracing diversity to reflect the U.S. population and the criticality of developing the next
generation of leaders. They believed that the Millennials and Gen Zs workforce is vital to sustain
and grow the organization and industry as a whole.
Five participants, Ms. Ava, Ms. Camila, Mr. Darren, Ms. Elise, and Mr. Freddie, reported
similar perspectives. These participants expressed that they felt it was important to be “forward
thinking,” and they viewed recruiting and retaining Millennials and Gen Zs as a significant part
of that. Ms. Ava described how she has had the opportunity to work with Millennials and Gen Zs
and enjoyed leading, mentoring, and working with them because they helped her “stay current”
offered new perspectives that everyone can learn from. She shared, “We’re all limited by our
experiences, it’s your background, it’s your association, your experiences that are going to shape
you.” She believed that Millennials and Gen Zs contribute diversity of thought, new ideas, and
innovations to an organization.
Ms. Camila described Millennials and Gen Zs as significant value to AD1 Inc. and the
A&D industry. She believed that increasing Millennials and Gen Z hires “is hugely important.
Just because, you know, that transfer of knowledge, it has to go to someone. If not, even for
transferring of knowledge, then it's to kind of restart a think tank of good ideas within the
industry.” She perceived that AD1 Inc. needs to be reinvigorated with new ways of thinking, and
124
that Millennials and Gen Zs bring new ideas on how to do things differently. “They're not tied to
some like that old way of thinking. This younger generation is really good about questioning
why, and saying just because isn't really acceptable.”
Mr. Darren described that the A&D industry used to be a highly sought after employer
but interest from younger generations has declined. He stated:
Space, aerospace defense used to be a very sexy industry when I was growing up,
because it was very high tech and a lot of people wanted to work in it. I would say there's
a detest working for Greybeards, people with an old different paradigm.
Mr. Darren believed that new generations are key to long term growth, and if knowledge is not
transferred to the new generations, it could be detrimental to the United States. He shared, “If we
don't start with what I would say, are our future generations, then in 20 years, we're going to be
outpaced by countries outside the United States. If you lose that expertise in those folks coming
up, then it's detrimental to us as a nation.”
Ms. Elise expressed that it was extremely important and valuable to increase Millennials
and Gen Zs to evolve the organization. As a whole, the new generations could provide diversity
of thought, share different ideas, help build equality and a workforce that is representative of the
communities, and teach others to expand their purview. Mr. Freddie discussed how AD1 Inc.’s
culture is tremendously risk adverse, “inhibiting its own growth and the way people think.” He
also brought up how the organization tends to hire the same type of leaders, including retired or
separated U.S. military officers often with similar perspectives. He perceived that the
organization has been comfortable using the same business practices, including who they hire,
which does not provide the flexibility necessary to adapt to a dynamic environment. He believed
that building a more diverse workforce by increasing Millennials and Gen Zs new hires could
125
help shift the culture.
Two participants, Mr. Benji and Mr. Geno, spoke about the value of increasing
Millennial and Gen Z new hires from practical standpoint, conveying that as leaders, it is their
responsibility to sustain operations, including ensuring that the next line of leadership is part of
the workforce. Mr. Benji believed it was not only necessary to bring in Millennials and Gen Zs,
but that it was important to develop them and transfer the knowledge so that they are prepared to
succeed the senior generations. He shared that currently, 50% of his staff are Millennials and
Gen Zs, and throughout his career he has constantly hired and mentored new generations on his
staff. Mr. Geno described the importance continuously learning to grow personally, as a team,
and as an organization. His view is that the older generations learn from new generations, and
vice versa. He perceived that leaders are responsible for “pulling those up that are coming up
behind you,” and shared that he made it part of his accountability.
In short, all participants demonstrated that they perceived value in increasing the
percentage of Millennials and Gen Z new hires because they value how these new generations
disrupt the norm by challenging the status quo and the way things have been done in the past.
The participants shared how they recognize the strong desire of Millennials and Gen Zs to be
authentic and bring their own perspectives. The participants also described how they could use
new and fresh insight that Millennials and Gen Zs bring to grow and advance the culture of AD1
Inc. and the A&D industry as a whole. Table 15 provides exemplars of how the participants
demonstrated their task value for the assumed motivation influence.
126
Table 15
Participants Demonstration of Assumed Task Value Motivation Influence
Assumed
motivation
influence
Number of participants
demonstrating assumed
motivation influence
Key quotes
Hiring managers’
value for
increasing the
percentage of
Millennial and
Gen Z new hires.
7 of 7 “It's in my best interest to have stability and
people, at least over a three to five year
period.” (Mr. Benji)
“It's hugely important and valuable. That
transfer of knowledge has to go to
someone. If not even for transferring of
knowledge, then it's to kind of restart a
think tank of good ideas within the
industry.” (Ms. Camila)
“You should be educating and growing your
workforce so that they can replace you,
and there's people that immediately can
step in and carry that work.” (Mr. Darren)
“I think it's very important as a whole, and
then support them as they, you know, go up
the ranks. So we have more equality, and
different thinking.” (Mr. Geno)
“We learn from the younger generation. The
younger generation learns from us and
that's where true team work really starts.”
(Mr. Geno)
127
Hiring Managers Had Self-Efficacy For Increasing Millennial and Gen Z New Hires
From the interviews, it was evident that all participants have self-efficacy for the assumed
motivation influence of increasing Millennials and Gen Z new hires. The participants believed
they are capable and can be effective increasing Millennial and Gen Z new hires, indicating their
confidence to persevere in achieving that goal. All participants shared their own experience of
how they developed their own self-efficacy to persevere in their careers at AD1 Inc. and within
the A&D industry, and how they applied these experiences to lead and mentor new generations.
Though all participants felt confident that they could increase the number of Millennial and Gen
Z new hires, they believed there were barriers to their success, including culture and resources,
which will be discussed further in the findings within the organizational influences section.
Moreover, one of the participants described the importance of collective self-efficacy, especially
multiple managers or leaders are on the team with Millennials and Gen Zs.
All of the participants shared similar stories about how their background, upbringing, and
life experiences have a lot to do with how they have developed their self-efficacy. Five
participants, Ms. Ava, Mr. Benji, Ms. Camila, Ms. Elise, and Mr. Geno, described that they
constantly dealt with age, race, and/or gender biases, throughout their careers but learned to
overcome the feeling of not belonging in a predominantly White Male organization and industry.
Mr. Geno shared:
I didn't do everything on my own, I didn't get to the levels that I did within the military
by myself, and obviously the military is not that diverse so I didn't always look at people
and go to sit down and speak with people that were exactly like me. I spoke with many
different individuals to get many different perspectives.
128
Additionally, Mr. Benji stated:
As a black male, my environment that I live in, I have to associate every day with
diversity. For me to be successful, I have to surround myself into a diverse environment
to be able to grow and expand and challenge myself. As a White male, you don't have to
do that you can be in one very homogenous environment, from your personal, your
social, and your professional, it can all look the same. And you can grow in stretch, and
you never have to associate with anybody that looks different from who you deal with.
As a minority, I'm forced to do the exact opposite.
They shared how they persisted by learning how to work with their White Male
colleagues and leaders, as well as other people of color, through building relationships, active
engagement, finding common ground, and understanding other’s backgrounds. In essence, how
to work, collaborate, and succeed in a predominantly White Male organization and industry
became second nature to Ms. Ava, Mr. Benji, Ms. Camila, Ms. Elise, and Mr. Geno. They felt
that through numerous years of learning and experience how to work with diverse individuals,
including those they could not identify with, helped to build their confidence to succeed. They
believed that working with Millennials and Gen Zs was no different from working with diverse
race and gender, and applied what they have learned through those experiences to work with or
lead the new generations.
Ms. Ava discussed that the more she exposed herself to people of diverse backgrounds,
the more capable and confident she has become being leading and coaching younger generations;
she felt that younger generations like diversity. She stated:
I think that with young people, you have to let them see what the potential is, and maybe
when you're having orientations or job fairs, and then meeting with individuals, you
129
should be prepared to talk about tracks for growth, and what you need to get there rather
than have you flailing around.
Ms. Ava described that other Baby Boomers constantly sought her guidance on how to engage
with Millennials and Gen Zs because they saw how well she was able to work with them.
Mr. Benji considered himself a balanced leader adept to working in a dynamic,
heterogeneous work environment in terms of age, race, and gender. He shared many examples of
how he has led Millennials and Gen Zs and believed that he has been able to succeed due to
decades of immersing himself in a diverse environment even when it was uncomfortable, and
stated:
There's a want to have to show that person, why they're doing what they're doing, and
how they fit and how they add value. People don't necessarily get that right away. And so
once they understand it, and they start seeing it, and they start understanding how they fit
into the big picture, they start understanding their value, they start having more fun.
Mr. Benji described that he felt confident and comfortable coaching and leading Millennials and
Gen Zs, and shared how it was important to him to develop them. He explained that he would
engage with the younger generation on his staff even if they did not report directly to him,
especially if the middle level managers that supervised the younger workforce on his staff were
not capable of coaching or mentoring the younger generation. He portrayed that he would engage
with the younger generation and show the middle level managers how to engage with the
younger generation. Mr. Benji perceived that though he was confident in his abilities to lead
Millennials and Gen Zs, at times he doubted that other managers, including those on his team,
were as confident or capable as he was. He described that when leading Millennials and Gen Zs,
he believed it was important for all the leaders on his team to be collectively confident and
130
capable when training and developing the younger generation.
As a leader that oversaw technology development, Ms. Camila felt that it was relatively
easy to attract and hire Millennials and Gen Zs because she led an area that required knowledge
in microelectronics that mostly younger generations have. Being in microelectronics was also a
highly desirable are for younger generations. She felt the younger generations brought energy
and a dynamic that made the work environment enjoyable for the team:
So I was really lucky because the programs that I had were all like technology
development. And so one project, in particular, the individuals who had that body of
knowledge tend to be a younger demographic at the company. It was like
microelectronics, which not a lot of people at AD1 Inc. had. And so the mechanical
engineers and electrical engineers that were really versed in this area were a younger
crew, which was really nice because the dynamic within the program was really fun.
She recognized that they wanted to be part of engineering design and gave them roles that they
were excited about. She also described that their team included both senior and new generations
that learned from each other, and she felt that they collectively created a culture that integrated
the values of Baby Boomers, Generation Xs, Millennials, and Gen Zs.
Mr. Freddie described that his confidence to increase the Millennial and Gen Z workforce
was derived from understanding what intrinsically motivated them, “There has to be an intrinsic
motivation.” He believed that what intrinsically motivated Millennials and Gen Zs could vary,
but fundamentally, giving them a sense of purpose, empowerment, and resources was key:
I think there's two or three ways that I tried to intrinsically motivate; number one, you
have to have a common vision, strategy and sense of purpose. If people can't see what
they're working to, what the end game is, and understand the why, then it's like, I'm here
131
to get a paycheck, get me through, get me to five o'clock, get me out of here and go
home, rinse and repeat. The second thing I would say is, you have to like empower them.
I might know the answer. And they might choose wrong, but that's part of the whole
experience and growth. The third thing is, you have to give them the tools and resources
to be successful.
Mr. Freddie also felt that it was important as leaders to listen to their needs and desired
achievements, and be prepared with the flexibility to adapt to their needs and goals. He stated,
“If you want them to be part of the team, then you recognize their motivation and you do what
you can to give them that, it could be money, it could be time off, people value something.”
Speaking from experience, he perceived that Millennials and Gen Zs had the desire to contribute
to the greater good, and it was not always about money. Mr. Freddie also described that the AD1
Inc. workforce lacked older Millennials, who he believed could help bridge the gap between the
Baby Boomers and Gen Zs. He added that older Millennials are unique in that they lived through
both the analog and digital ages, and could understand both generations.
Mr. Darren and Mr. Geno similarly described that they built their confidence and ability
to persist built over numerous years of different roles and organizations, underscoring that the
20+ years as military leaders was fundamental to their development of how to work with diverse
workforces. Mr. Darren spoke about how decades of military service, building comradery and
collaborating with diverse individuals shaped him as a leader, “so a lot of my leadership skills
were developed in the military when I was in the Air Force for 20 plus years. It's a cooperate and
graduate paradigm where people need to work together for success of the mission.” He felt
strongly that from his experience having a team of diverse backgrounds, whether it was race,
age, and/or gender, resulted in a better outcome, “You need people with different experiences
132
that are engineers or whatever technical field they're in, software or whatever, that come from
multiple backgrounds to make a better product.” Mr. Darren also shared he felt inherently
accountable for developing the next leaders, and how he prepared them to replace him. He
described applying lessons learned from the military and his “cooperate and graduate”
philosophy, sharing examples of how he has been successful leading growth, including helping
to develop young professionals.
Mr. Geno described that his confidence and confidence to succeed was attributed to
decades of active duty military service, several years of working in large companies within A&D
and start-ups; however, he underscored that growing up in an honorable and “proud” household
was foundational:
When you grow up in a dynamic where your parents are proud, your history is proud, and
everyone expects you to really be that leader. It's not something that's apparent it's not
something that you think about. But it it's almost as plain as the nose on your face.
He recalled seeking out mentorship, knowing that his mentors may not look like him or have a
similar background. He shared that accepting that he would not find a mentor that looked like
him helped him to focus on finding the support he needed to grow in his career. He described
using these lessons and applying them to his mentees, showing them mentorship is a “two way
street:”
I didn't do everything on my own, you know I didn't get to the levels that I did within the
military by myself, and obviously you know the military is not that diverse so I didn't
always look at people and go to sit down and speak with people that were exactly like
me. I spoke with many different individuals to get many different perspectives.
He also shared his perspective that generations are motivated differently and meeting
133
their individual needs is challenging, but he felt that “camaraderie” brought diverse groups
together. Mr. Geno stated, “there's so many varying factors within each generational group,
motivations even within groups, and how they're motivated. But at the heart of it, and at the end
of the day, it comes down to having camaraderie, or not having it.” He perceived that
“camaraderie” gives a sense of common purpose and objective to the team that was foundational.
Overall, each participant demonstrated that they have individual self-efficacy, and
believed that they are capable of increasing the percentage of Millennial and Gen Z new hires.
However, one of the participants, Mr. Benji, also discussed how important collective selfefficacy is, especially when engaging with Millennials and Gen Zs. Mr. Benji believed that
leading Millennials and Gen Zs was more effective when more than one leader was confident
and capable of engaging with them. He perceived that Millennials and Gen Zs prefer actively
engaging with multiple leaders, and shared that he would show other leaders on his team how to
engage with the younger generations.
134
Table 16
Participants Demonstration of Assumed Self-Efficacy Motivation Influence
Assumed motivation
influence
Number of participants
demonstrating assumed
motivation influence
Key quotes
Hiring managers ‘belief
in being capable of
increasing the
percentage of
Millennial and Gen Z
new hires.
7 of 7 “I found is that I've always been the
person that young people come to,
and that's everywhere I worked, I
would have a line of people outside
of my office waiting to come in and
sit in the chair to ask me to solve a
problem, whether it was personal or
getting along with somebody in the
workplace. It's easy for me to see
other people's potential and
encourage them.” (Ms. Ava)
“So I am probably more hands on than
most in training, development,
because the younger generation, they
demand that you touch base with
them on a regular basis. I have to be
in constant communication with the
younger generation, whether they
work directly for me or not, you have
to be because it's changing. You
have to understand what's on their
mind.” (Mr. Benji)
135
Hiring Managers Attributed Their Own Successes to Attract and Hire Millennials and Gen Zs
The last assumed motivation influence explored is the hiring managers’ belief that their
successes in attracting Millennials and Gen Zs into the workforce has been a result of their own
recruitment and hiring strategies rather than influences outside their control. Findings indicate
that five of the seven participants attributed that their own efforts have resulted in attracting and
hiring Millennials and Gen Zs to their teams. Two of the seven participants interviews were
inconclusive to ascertain whether they believed their own efforts contributed to successfully
attracting Millennials and Gen Zs. However, a common theme across all of the participant
interviews was that they felt overall that it is senior executive leadership’s responsibility to
ensure the hiring managers are successful addressing workforce gaps, including the challenge of
increasing the percentage of Millennials and Gen Zs to the organization and industry.
Five participants, Ms. Ava, Mr. Benji, Ms. Camila, Ms. Elise, and Mr. Geno, shared
similar accounts in how they believed their successes of attracting and hiring Millennials and
Gen Zs has been based on their own efforts. For them, recruitment was about mentorship,
engagement, and building relationships with the younger generations. As leaders, they felt it was
their responsibility to prepare the next generation to succeed them. Ms. Ava described the
importance of having open and transparent relationships with the younger generations because
she has seen the difference it makes on retention. She recalled a few stories about how “young
people,” including Generation Xs and Millennials, often shared their aspirations and dilemmas
with her because she provided objective guidance and a safe place for them. Ms. Ava shared
remaining in touch with several Generation Xs and Millennials, still offering genuine leadership.
In fact, she shared having recently recruited a Millennial to her current organization, who she
met within the A&D industry 17 years ago and has mentored since then.
136
Mr. Benji shared his extensive history leading multiple generations, including Baby
Boomers, Generation Xs, Millennials, and Gen Zs, describing his innate desire to especially
mentor new generations. Over the last 20 years, through a non-profit organization, he has
mentored numerous at risk young Black men, guiding them to realize their full potential. He
shared how from early childhood through adulthood, he taught them life skills and exposed them
to higher education and career opportunities:
I'm a mentor for young men of color and in different organizations outside of AD1 Inc.
and so I brought some of my expertise to that discussion [with a Vice President]. The
Vice President was amazed and didn't, I guess didn't really have any clue of how
involved I was in other organizations outside AD1 Inc., specifically in mentoring. Not
necessarily with young men of color, but specifically as a mentor and how I bring that.
His approach to attract and hire Millennials and Gen Zs was no different. Mr. Benji described
different examples of how he has developed and continues to develop the next generation of
leaders. He stated:
You got to tell them, the reason why, you got to show them how they connect to it, and
then it’s just not grinding through tasks during the day, because at the end of the day,
that's what it can feel like. You have to as the leader be able to step in, and walk them
through the steps of how to achieve and be there as a resource. As they achieve, you can
say, wow, look what you just accomplished and this is why it mattered. So you have to be
more hands on with these younger generations, and they get the connection that way. It's
more than connection, it's the confidence, they get the confidence.
Mr. Benji attributed his successes to by leading by example, high engagement, and leading the
new generation to recognize their value and how they fit in the bigger picture.
137
Ms. Camila felt her successes recruiting and hiring Millennials and Gen Zs were
attributed to the culture and safe place that she provided within her business area. Her business
area was focused on cutting-edge innovation—the design and development of various
microelectronic technology—which was considered an exciting area to learn and grow. She
shared that expertise for microelectronic technology is a fairly new knowledge and skill base,
and often found in Millennials and Gen Zs, but felt that Baby Boomers and Generation Xs also
had a lot to offer given their electronics expertise. Ms. Camila described that she led a team with
both senior and younger generations and how they complemented each other very well in terms
of knowledge, skill, experience, and energy, stating:
The individuals who had the body of knowledge tended to be a younger demographic, it
was like micro-electronics, which not a lot of people at AD1 Inc. had. The mechanical
engineers and electrical engineers that were really versed in this area were just kind of a
younger crew, which was really nice because the dynamic within the program was really
fun. Everybody just kind of helped each other out. We did have a couple individuals on
the team that were also very, very seasoned, or they were Boomer generation. I heard on
several occasions from the technical fellow who's older, how much he enjoyed working
on the program because he liked working with, it was energetic to work with a younger
generation of folks.
Ms. Camila expressed that she recognized how innovation was an attractive value proposition to
bring both senior and new generations together, and they collectively built a culture based on
transparency, learning from each other, and embracing their differences. Ms. Camilla perceived
that she provided Millennials and Gen Zs, as well as Generation Xs and Baby Boomers, a safe
and supportive environment to grow.
138
As for Ms. Elise, she conveyed that she was at the forefront of leading diversity, equity,
and inclusion initiatives at AD1 Inc., including strategies to attract and hire Millennials and Gen
Zs with STEM degrees. She felt strongly that recruiting at HBCUs was an untapped resource,
presenting a significant opportunity for AD1 Inc. to recruit the highly sought after STEM
workforce. Relative to other senior leaders within AD1 Inc. Ms. Elise stated that “it's not natural
for them to think of HBCUs to go and recruit talent.” With her personal connection to the HBCU
community and STEM associations, she shared opportunities with prospective candidates to
work within the A&D industry and AD1 Inc. She inspired others by sharing her story of how she
overcame barriers and shattered glass ceilings as a Black woman and engineer, and stated:
I share my story openly with a lot of people because I didn't go to a high school that was
strong in math and sciences at all. I went to California High School1 (a pseudonym), I did
very well there, one of the top and took the only AP class in the entire school. There was
only one and it was history. So that did me no good for engineering. They didn't even
offer calculus at my high school, so I started taking it at a junior college my senior year
because I finished all the math that was available to me in high school at 11th grade. But
I dropped out unfortunately, I stopped taking it, it was kind of hard going back and forth
to a JC during high school. So I didn't finish that class. But when I entered UCLA School
of Engineering, my SAT score was good enough and my GPA was great. So I got
accepted, but I wasn't prepared well at all to compete against these kids at UCLA School
of Engineering. I’m retired now, but I would love to find organizations and companies to
invest more time because these public schools that are getting money based on taxes
versus the private schools. It's like the people who have money just have an advantage
right away.
139
Ms. Elise shared different examples of her successes in attracting and hiring new generations
through her own efforts, and one example in particular was helping to attract a HBCU graduate
who was hired by AD1 Inc. during the COVID-19 pandemic.
Mr. Geno discussed his broad experience working with newer generations, including
Millennials and Gen Zs throughout his career, attributing his successes to the “value of
relationships.” He described that during one of his many roles, he established a mentorship
organization focused on the next line of succession and developing new generations. Through
mentorship, he helped to develop numerous leaders from different generations that he still
maintains relationships with today:
I mentored several individuals, and one of the first things that I told them is don't be
afraid to ask questions. Don't be afraid to reach out and contact me. Despite the fact that
we may be hundreds of miles apart, thousands of miles apart, they still contact me today
and I have put it on them to do that, to motivate themselves to ask questions, don't be
afraid to reach out, and don't be afraid to discuss things. I don't think you're ever too old
to reach out and ask for help, or too young.
He also described that his key approach to successful mentorship was by building a “two-way”
long-term relationship, where both were “willing and open to receive.” He added that this
included spending time and being available, understanding each other’s interests and taking it to
heart, and showing how each other adds value to the organization, individually and collectively.
In contrast to the five participants who believed that their success to attract and hire
Millennials and Gen Zs was a result of their own efforts, two participants, Mr. Darren and Mr.
Freddie perceived that an organizational culture that empowered their leaders is a key enabler to
achieve increasing their Millennial and Gen Z workforce. They felt that there was only so much
140
the hiring managers and human resources could do it, and it was ultimately senior executive
leadership’s responsibility to provide an environment where their leaders are empowered to
make decisions that enabled attracting younger generations.
Mr. Darren described that AD1 Inc. and A&D made decisions long ago that have caused
talent from new generations to seek employment elsewhere, including eliminating pension plans,
focusing on short term gains versus long term vision, and not adapting to workforce changing
needs and values. He shared, “They are reacting to the decisions that were made by leadership
30, 40, 50 years ago. There is no employee loyalty to the company, because there's no company
loyalty to the employee.” Mr. Freddie felt that younger generations “have a different perspective
on the world” and AD1 Inc. would be more effective attracting younger generations if AD1
focused on “individual drivers of motivation.” However, he perceived that AD1 Inc.’s
recruitment polices are restrictive and did not provide leaders with the latitude to adapt to
individual needs, “AD1 Inc.’s policy, there’s too much of a one size fits all approach, and I think
that limits the potential to attract the talent, especially from the younger generation.” Therefore,
though Mr. Darren and Mr. Freddie felt that leaders cannot build a diverse workforce on their
own, and to achieve this goal, senior executive leadership needs to provide the infrastructure to
be successful.
141
Table 17
Participants Demonstration of Assumed Attribution Motivation Influence
Assumed motivation
influence
Number of participants
demonstrating assumed
motivation influence
Key quotes
Hiring managers’ belief
that their successes in
attracting Millennials
and Gen Z employees
into the workforce has
been a result of hiring
manager’s recruitment
and hiring strategies
rather than influences
outside of their control.
5 of 7 “It's easy for me to see other people's
potential and encourage them.” (Ms.
Ava)
“I have to show that young person,
why they're doing what they're
doing, and how they fit and how they
add value. Once they understand it
and they start seeing it, they start
understanding how they fit into the
big picture and understanding their
value, they start having more fun.”
(Mr. Benji)
“Despite the fact that you know we
maybe, you know, hundreds of miles
apart, thousands of miles apart. They
still contact me today, and I have put
it on them to do that, to motivate
themselves to ask the questions, and
don't be afraid to reach out, and don't
be afraid to discuss things. (Mr.
Geno)
142
Findings for Research Question 2
To assess organizational and external influences that impact the participants’ knowledge
and motivation related to attracting and hiring Millennials and Gen Zs, analysis was conducted
on data collected from the participant interviews. The data from the interviews were evaluated on
organizational aspects that the participants have little to no control over which may impact their
ability to drive change or implement solutions focused on attracting and hiring Millennial and
Gen Z new hires. This section discusses the findings of the assumed organizational influences.
Organizational Influences Findings
Using a cultural model and settings approach, the study assumed that the organization
needs to:
1. Cultivate a general acceptance and willingness to hire a diverse pool of qualified
candidates, encouraging and enabling the hiring managers to increase the percentage
of Millennial and Gen Z new hires.
2. Provide direct feedback mechanisms for hiring managers to influence changes to
organizational practices and procedures that they identify as desirable or undesirable
in their interaction with potential Millennial and Gen Z recruits.
3. Invest resources in events that bring together talent acquisition/recruiters, hiring
managers, and potential Millennial and Gen Z candidates on a periodic but consistent
basis during which the hiring managers are able to engage with Millennials and Gen
Zs in interactions consistent with models that embrace diversity, equity and inclusion.
Table 18 provides a summary of findings from the participant interviews.
143
Table 18
Organizational Influences and Participant Findings
Interview findings
Organizational
influence
category
Cultural Model Cultural Setting 1 Cultural Setting 2
Assumed
organizational
influences
The organizational cultivation
of a general acceptance and
willingness to hire a
diverse pool of qualified
candidates, encouraging
and enabling the hiring
managers to increase the
percentage of Millennial
and Gen Z new hires.
The organizational provision of direct
feedback mechanisms for hiring
managers to influence changes to
organizational practices and
procedures that they identify as
desirable or undesirable in their
interaction with potential Millennial
and Gen Z recruits.
The organizational investment of
resources in events that bring
together talent acquisition/recruiters,
hiring managers, and potential
Millennial and Gen Z candidates on a
periodic but consistent basis during
which the hiring managers are able to
engage with Millennials and Gen Zs
in interactions consistent with models
that embrace diversity, equity and
inclusion.
1 Ms. Ava Perceived organizational gap Perceived organizational gap Perceived organizational gap
2 Mr. Benji Perceived organizational gap Perceived organizational gap Perceived organizational asset
3 Ms. Camila Perceived organizational gap Perceived organizational gap Perceived organizational gap
4 Mr. Darren Perceived organizational gap Perceived organizational gap Perceived organizational gap
5 Ms. Elise Perceived organizational gap Perceived organizational asset Perceived organizational gap
6 Mr. Freddie Perceived organizational gap Perceived organizational gap Perceived organizational gap
7 Mr. Geno Perceived organizational gap Inconclusive Perceived organizational gap
144
Cultural Model: The Organization Did Not Cultivate a General Acceptance and Willingness to
Hire a Diverse Workforce
A cultural model where the organization cultivates a general acceptance and willingness
to hire a diverse workforce would encourage and enable the hiring managers to increase the
percentage of Millennial and Gen Z new hires. Seven participant interviews revealed that the
organization lacks a general acceptance and willingness to hire a diverse pool of qualified
candidates. A common perception shared by six participants is that while AD1 Inc. identified
diversity, equality, inclusion workforce goals, including increasing the percentage of people of
color, and closing the gap on gender inequality, a lot more work still needs to be done to achieve
diversity. Five of those six participants discussed that the AD1 Inc. workforce is still
predominately older White men, especially at the leadership levels. Two participants believed
that AD1 Inc.’s lack of diversity was attributed to hiring practices which leaned towards hiring
veterans, and mostly veteran officers.
Four participants, Ms. Ava, Mr. Benji, Ms. Camila, and Ms. Elise, shared similar stories
in that they were usually one of the few women and people of color at AD1 Inc., and have
perpetually experienced biases for age, gender, and/or race. Ms. Ava has spent the last 30 years
with the A&D industry and almost 10 years with AD1 Inc., and described “getting used to and
becoming comfortable with being in a work environment dominated by White men.” Though she
did not feel like she “fit in,” she did not necessarily have a problem working in a predominantly
White male environment. She shared, “I was not afraid to be around them.” She also mentioned
her observation about how White males who had been exposed to people of color during their
upbringing treated her as a team member. In contrast, White males who had not been exposed to
people of color during their upbringing tended to avoid interacting with her. She felt that people
145
are “mentored to think a certain way,” perpetuating the same perspectives and preventing change
because “everybody thinks the same.”
Mr. Benji believed that in recent years, AD1 Inc. has made some effort to attract and hire
a diverse workforce. However, he noticed partiality toward certain diversity groups such as
women or new generations, while other diversity groups were left out. Mr. Benji shared a story
about how he was offered an opportunity by an executive leader to become a mentor for a newly
formed mentorship program to cultivate diverse talent, including age, gender, and race; however,
the mentorship program leader declined his membership with no explanation. He felt slighted
that he was not accepted into the mentorship program, suspecting it was because he did not fit
the demographic of the rest of the mentors that were mostly White women. He added that he was
glad to see AD1 Inc. make steps towards achieving diversity, but was concerned that the mentors
were not inclusive of the sought after age, race, and gender. He felt that this experience was no
different from his past experiences where “White men leaned on the opinions of other White
men” and instead it was “women leaning on the opinions of other women.”
Ms. Camila portrayed that while working at AD1 Inc., she experienced “ageism, racism,
and sexism” from both White men and women. She shared a story about when she first started
working at AD1 Inc.; a White male told her it was nice that they hired young people and that
they should recruit more. She recalled his words, “we can make a calendar of you, put you in
front of a car, and you can be a pinup.” She brushed off the situation because she did not want to
“make a fuss” and convinced herself that “it is just some old man shooting his mouth off and it’s
okay.” Later in her career she realized how that interaction was “wildly inappropriate.”
While at AD1 Inc., Ms. Elise led diversity, equity, and inclusion initiatives and recalled
how she had heated discussions with White colleagues because they believed leadership roles
146
were “being given to people of color.” Generally speaking, she saw that her White colleagues
perceived diversity, equity, and inclusion as something negative:
The biggest challenge I always saw is people still, as a whole, not everyone, but see
diversity as like a numbers game or giving special treatment to women and people of
color, and leaving, for lack of better word, White males out.
Additionally, she described being surrounded by directors and vice presidents and seeing firsthand how hiring decisions were made, and shared a story about how a White male was offered a
position with lucrative compensation despite not having the required STEM degree. Ms. Elise
felt it was “very eye opening, and a realization sometimes I'm the only person of color,
sometimes I'm the only female. So, in some of these meetings I’m trying to weigh in and speak
up and be the voice for people like me.”
Two participants, Mr. Freddie and Mr. Geno described that the diversity or limited
diversity of the AD1 Inc. workforce was a reflection of the U.S. military given that AD1 Inc.
heavily recruited and hired veterans. Mr. Freddie perceived that AD1 Inc. has been trying to
improve diversity, and explained that there have been different forums or town halls held to
discuss diversity. However, he believed that there is significant room for improvement and AD1
Inc. needs to be more intentional with how they build a diverse workforce. From his purview, he
believed that AD1 Inc. has an affinity to hire former U.S. Air Force officers:
ADI Inc is trying to do the right things, but at the same time I feel like they could do
things better. We are so quick to hire former customer, former government. If you're
hiring the same O-6s, O-5s from the same two customers, you shouldn't expect a whole
lot of change. Well, where's the perspective of someone that's maybe worked outside the
industry, can say hey, why are we doing it this way?
147
Mr. Geno believed that there are many similarities between the AD1 Inc. and U.S.
military workforce, from hierarchical organizational structures to workforce demographics,
including age and race. But he attributed diversity or lack of diversity within AD1 Inc. and the
A&D industry to societal norms and the history of the United States. He felt that diversity and
building the “dynamic” is bigger than AD1 Inc. and the A&D industry, and it starts with
understanding the past 100 years. Mr. Geno further perceived that the United States iss still in its
“infancy” to build diversity compared to other countries in Europe:
When it comes to hierarchical structure, and in some cases the age structure as well it's
fairly close. The racial dynamics are pretty close as well. Is there a way to make it more
racially diverse, and as well diverse from an age perspective? You can look at doing it
but then there's a tendency of everyone to kind of reject forced diversification of age, race
and other factors that tend to make team dynamic more diverse. I think it's where society
has really taken us over the past 100 years. We continue to learn, we continue to grow.
But it has a history and overcoming that history is something that we as a nation have to
be willing to either face.
Mr. Darren’s perspective is that AD1 Inc. has a long way to go to building a diverse
workforce, which correlates with the perspectives of the six other participants, including Ms.
Ava, Mr. Benji, Ms. Camila, Ms. Elise, Mr. Freddie, and Mr. Geno. He believed that the
organizational culture was hierarchical in nature, creating an environment where “management
did not trust their workforce and they did not empower their workforce.” At times he felt
frustrated and mentioned that “they kept all the decision making at the top and it was very
frustrating to be at the ground level, working level trying to accomplish things, and then having
to go ‘Mother may I’ and getting turned down right and left. He believed that this top down
148
culture was unattractive to new generations, Millennials and Gen Zs, but also to a certain extent
even Generation Xs;
I would say there's a detest for what I say coworking for Greybeards, people with an old
different paradigm. And when they bring up ideas and stuff, they get squelched, versus at
least having a fair hearing, and a cordial debate, you know, positives and negatives. Then
they realize, hey, they're not valuing my ideas and my suggestions, and they vote with
their feet.
He considered diversity to include all different backgrounds and welcoming new ideas, and
alluded that the demographic makeup for a diverse workforce has changed, and needs to be
recognized, “I think a diverse workforce helps bring different ideas in, not based on the diversity
that worked for us [older generations]. They can't all be cookie cutters out of the exact same
mold, or you're gonna get the exact same answer.”
149
Table 19
Participants Perception of Assumed Cultural Model Organizational Influence
Assumed organizational
influence
Overall findings:
Number of participants
perceived assumed
organizational influence
is gap or asset
Key quotes
Cultural model: The
organization’s
cultivation of a general
acceptance and
willingness to hire a
diverse pool of qualified
candidates, encouraging
and enabling the hiring
managers to increase the
percentage of Millennial
and Gen Z new hires.
7 of 7 perceived gap “If you go to AD1, you’re going to have
to fit in a box, someone’s going to
control your movement, someone’s
going to control your upward mobility.”
(Ms. Ava)
“Now you have just a new diversity
leaning on the opinions of a certain
diversity that they're comfortable with.”
(Mr. Benji)
“AD1 Inc. was not structured culturally to
attract and hire new generations on a
larger scale.” (Ms. Camila)
“My concern is in aerospace and defense,
leadership in the majority of industry
just gives it lip service. It's not what you
say, it's what you do.” (Mr. Darren)
“Very eye opening, and a realization
sometimes I'm the only person of color,
sometimes I'm the only female.” (Ms.
Elise)
“AD1 suffers from, I'm gonna call it a top
heavy but really, I'm talking like, maybe
a top like an older workforce.” (Mr.
Freddie)
“there's a tendency of everyone to kind of
reject forced diversification of age, race
and other factors that tend to make team
dynamic more diverse. I think it's where
society has really taken us over the past
100 years.” (Mr. Geno)
150
Cultural Setting 1: The Organization Did Not Have the Mechanisms for Hiring Managers to
Influence Changes to Organizational Practices to Increase Millennial and Gen Z Hires
The participant interviews indicated that it was unlikely that AD1 Inc. had the
mechanisms in place for hiring managers to influence changes to organizational practices that
could enable increasing Millennial and Gen Z hires. A couple of themes emerged from five
participant interviews. First, the participants did not feel they had the power to influence
changing AD1 Inc.’s recruitment practices. Second, the participants felt that AD1 Inc. at the
senior executive leadership level lacked the foresight necessary to change their recruitment
strategy for Millennials and Gen Zs. Two participant interviews, Mr. Darren’s and Mr. Geno’s,
were inconclusive for this assumed cultural setting.
Five participants, Ms. Ava, Mr. Benji, Ms. Camila, Ms. Elise, and Mr. Freddie shared
similar perspectives about not being able to influence changes to AD1 Inc.’s recruitment
practices despite having the wherewithal to do so. Ms. Ava perceived that influencing changes to
AD1 Inc.’s organizational practices requires active senior executive leadership engagement;
however, she did not feel she has access to engage with them to share her ideas on how the
company could shift their organizational practices to attract a more diverse workforce, “If I could
get access to the senior leadership at the executive level, I would just say you have a real
problem because those that you've hired to manage these individuals are either insecure or
scared.”
Ms. Ava described feeling skeptical of the conversations that line leaders were having
with the senior executive leadership team, and did not feel her concerns about how certain
demographic groups such as younger generations were being treated, were being shared. She
shared, “I don't know what they're saying but they can't be telling the truth.” She believed that
151
AD1 Inc. was not prepared to lead the younger generations in a manner that inspired their
growth. She also discussed how she observed leaders treating younger generations as they were
inferior, causing them to leave or stay away from AD1 Inc. Ms. Ava stated:
They are minimized on what they want to do, and it’s stunting their growth. I think
people should be able to fly, if they want to take on more, let them take on more. They're
not excited about what they're doing, you have to create excitement. And the only way
you can do that is put leaders who are mature enough to lead and guide but young enough
to identify and understand what their unique needs are and what they desire because those
generations are different.
Mr. Benji indicated that he did not feel included in shaping the future workforce,
recognizing that it is strange for a leader to feel that way, “I don't feel that I have a say in shaping
the company workforce for the future. I know that sounds odd.” He also described that the did
not believe his opinion mattered to AD1 Inc., “I don't feel that I am sought after for my opinion,
and how to shape the company workforce for the future.” He presumed that his age might have
been the reason that he was not included in the process, “I don't feel that I'm even considered for
a lot of different things, and maybe it's because of my age.”
Ms. Camila did not feel she had the clout to influence organizational practices related to
attracting, hiring, and retaining the new generations. She described that her leadership solicited
her perspective on building talent a few times, and suggested on the job training and shadowing,
but she did not feel her ideas were not considered:
I didn't. I mean, I brought it up before to various functionals. Way back in my career
when I worked in quality, I brought it up. Later in my career as a program manager when
I was interacting with functional managers, they would complain, we don't have anybody
152
experienced enough. You guys need to figure out a way to do on the job training and just
let these younger engineers shadow your senior talent, like you got to find a way to do
that. Rather than finding a way to do it, all I ever heard was, oh, we can't do that because
we don't have the money but nobody really ever thought about how do you make it work?
She believed that on the job training was key and important for developing Millennial and Gen Z
talent and organization did not provide newcomers with the support necessary for them to
transition into their role. Ms. Camila mentioned, “Not only do you get to learn about the job, you
get to learn about the political landscape and the landmines that you might run into.”
Ms. Elise described overall that her involvement with influencing changes to AD1 Inc.’s
organizational practices was “not as much as I would like.” She shared that at this point in her
career, she was a senior leader who focused on hiring experienced leaders, and witnessed AD1
Inc. continuing to recruit and hire the same type of candidates. She shared how she impressed
upon senior executive leadership and human resources to shift recruiting from the same
universities in Southern California to HBCUs and stated:
It's just natural to hire and work around people you feel comfortable with, working
around people who are like you. So for the longest, it's been White males. Most STEM
professionals right now have come from HBCUs. Yet, places like AD1 Inc. don't seem to
go there actively to recruit. I sent a presentation on HBCUs to my senior executive leader
and HR. But I don't know that they did anything to change how actively they recruit at
HBCUs.
Though Ms. Elise shared ideas with senior executive leadership, she described that she did not
see her recommendation come to fruition.
Mr. Freddie believed that AD1 Inc.’s organizational policies has limited the ability for
153
hiring managers to recruit and hire talent, and hiring managers need flexibility to align incentives
to what motivates new generations such as Millennials, “Sometimes our policies are the
problem.” He felt that incentives are the central motivating factor to recruit and hire talented
workers, especially Millennials because they are different, and are motivated by various
incentives including compensation, vacation, the role, the team, and work schedule:
You need to be motivated. You need to want to come to work and share those ideas and
be productive. And the only way you're going to do that is to have the flexibility for the
people that hire them and the people that manage them to align the incentives to what
motivates them, because we're [Millennials] different. There needs to be incentives across
multiple dynamics, salary, vacation, your work week, what team and organization you
would be hired into, what kinds of roles, all those things.
Mr. Freddie also believed that hiring managers were not “empowered” and did not “have the
flexibility” to offer incentives to retain talent, and expressed, “we have to have the flexibility to
align the incentives to the people that work for the company.” He shared that he witnessed talent
leave AD1 Inc. because “policy” limited what their managers could offer as incentives to stay,
and stated, “there are stories of engineers leaving that all it would have cost AD1 Inc. was
$10,000 $20,000. But policy says that you're not, you don't get that, we don't do that, or here's
your pay ban, and they leave.” Therefore, Mr. Freddie felt that since leaders did not have the
flexibility to adapt to the changing needs of the workforce, they end up losing talent.
154
Table 20
Participants Perception of Assumed Cultural Setting 1 Organizational Influence
Assumed organizational
influence
Overall findings:
Number of participants
perceived assumed
organizational
influence is gap
Key quotes
Cultural setting 1: The
organizational provision
of direct feedback
mechanisms for hiring
managers to influence
changes to organizational
practices and procedures
that they identify as
desirable or undesirable
in their interaction with
potential Millennial and
Gen Z recruits.
5 of 7 perceived gap
2 of 7 inconclusive
“If I could get access to the senior
leadership at the executive level, I
would just say you have a real problem
because those that you've hired to
manage these individuals are either
insecure or scared.” (Ms. Ava)
“I don’t feel that I have a say in shaping
the company workforce for the future.”
(Mr. Benji)
“I didn't.” (Ms. Camila)
“Not as much as I would like.” (Ms. Elise)
“AD1 needs to be more flexible in their
recruitment, strategies, and
compensation, and align incentives to
what motivates certain demographics.”
(Mr. Freddie)
155
Cultural Setting 2: The Organization Did Not Invest Organizational Resources That Enable
Building a Diverse Workforce
Six participant interviews revealed that AD1 Inc. has not done enough to invest resources
that enable building a diverse workforce to increase Millennial and Gen Z hires; however, one
participant interview disclosed that AD1 Inc. focused resources on younger generations,
including Millennials and Gen Zs. Of the six participants that believed AD1 Inc. did not invest
enough resources that enable building a diverse workforce, three participants described that AD1
Inc. was extremely behind the power curve; two participants described broad efforts to discuss
diversity, equity, and inclusion in various forums that lacked substance; and one participant
shared that he often took it upon himself to help build a diverse workforce through creating
mentorships.
Three participants, Ms. Ava, Ms. Camila, and Mr. Darren shared comparable
perspectives, as they felt that AD1 Inc. was short sighted and lacked long term vision, especially
in relation to investing resources to enable building a diverse workforce. Ms. Camila and Mr.
Darren doubted AD1 Inc.’s ability and considered it a long shot for the company to achieve
diversity. Ms. Ava believed that AD1 Inc. has a long way to go to build a diverse workforce, and
does not feel that the company has thought about or planned for their future workforce, and
expressed, “I think that this company really needs to think about where the future is going, what
type of people will be there to fulfill the roles that you'll need in the future, and be prepared to
welcome them in.” She felt that AD1 Inc. would have difficulty and it is unlikely they will be
unsuccessful because there are more attractive choices for employment with inclusive cultures,
and said, “I think that it's almost going to be a losing proposition because there are too many
options for employment that are more interesting, dynamic, exciting, and inclusive; where you're
156
engaged, you feel like you belong, you're appreciated, people respect you.”
Moreover, Ms. Ava shared her concern that leaders often saw potential in those that look
like them and others that did not look like that were not afforded the same opportunities. “I also
think that it's an inability to see potential, more than ‘you would be perfect in this role because
you look like me’ but everyone should have that opportunity.” All in all, she felt that AD1 Inc.
was at a point where the culture was deeply embedded and change seemed impossible, and she
believed that young people especially will not put up with the culture. “They would have to
completely change the landscape of the company and the leadership, and they're not going to do
that. Those up there want to stay up there. Young people are not going to tolerate it.”
Ms. Camila perceived that AD1 Inc. was driven by short term gains like revenue for
shareholders versus long term vision like strategic growth and the workforce. She felt that most
decisions were made based on money and shareholder value, and while she recognized the
benefits of this approach, she perceived that prioritizing money and shareholder value can
negatively impact an organization, and stated:
I've seen that leadership, at least at AD1 Inc., is very short sighted in their goals. What
I've learned now in my career is at the end of the day, everything comes down to money.
Leadership cares about it, and every decision that's being made is to be a benefit to
shareholder value and that's fine, right? Like, makes for good bonuses for all those people
out there and makes for all kinds of good things to happen. But I think that there's also a
it does a disservice to the company and the industry in general.
In providing more context on her perspective, Ms. Camila compared AD1 Inc. to space startup
companies, including SpaceX and Millennium Space Systems. She perceived that SpaceX’s
founder, Elon Musk, was not looking for quick wins such as revenue and in his pursuit of the
157
“long game” almost completely failed. “Elon Musk doesn’t really care about short term gains
and is going to play the long game. SpaceX almost tanked and right before they had their first
success. I think that having long term vision is important.” Ms. Camila also discussed
Millennium Space Systems, another space startup company, that she believed was a good
example of how it is possible to build a workforce that is inclusive of both senior and new
generations. She expressed:
Millennium Space also almost went under as well, and now they're doing phenomenally.
Granted, they had a bigger company acquire them and helped provide some adult
supervision. But that means Millennium Space, I think is a great example of what
happens when you mix a younger, energetic demographic with a little bit of the sage
wisdom of like a boomer generation. You get this nice mix of the energy to move
forward with guidance of which pitfalls to avoid. That would be actually be super
interesting to find out like, what made the company successful now?
Ms. Camila attributed Millennium Space System’s success to a diverse workforce of experienced
Baby Boomers and a younger, energetic demographic.
Similar to Ms. Ava, Mr. Darren was direct and candid in sharing his perspective about
investing in the organizational resources to build diversity. He believed that when it came to
diversity, AD1 Inc. and the A&D industry spent more time talking about it and less time doing
anything about it, and conveyed “my concern is in aerospace and defense, leadership in the
majority of industry, just gives it lip service. It's not what you say, it's what you do.” He also felt
there was a tendency to assert the diversity problem as human resources’ responsibility, and
stated:
It's a leadership issue, it's not a HR issue, and people want to just say, well, HR will
158
handle it. That's the wrong answer. If you want to be a leader and a manager, you need to
learn to deal with it, and get ahead of the curve.
Mr. Darren believed that leadership should take ownership was the right owner and they need to
resolve it.
Furthermore, comparable to Ms. Camila, Mr. Darren discussed the importance of
planning for the future workforce and how the impact is bigger than AD1 Inc. and the A&D
industry, and affects the United States. He believed that investing in the workforce started early
on at a young age, and conveyed:
If we don't start with what I would say, are our future generations, then in 20 years, we're
going to be outpaced by countries outside the United States. We need to focus at a very
young age, and not stereotype children into what they should do. I'm a big proponent of
STEM, science, technology, engineering, and math. Let that be the focus and the
foundation and make sure all children regardless of race, creed, color, whatever, get those
basics, reading, writing, arithmetic, science, math, science skills, to get a good foundation
so that they can compete in the future.
Mr. Darren described his passion for providing all children with language arts and STEM
education to prepare them for the future and felt that resources should be invested in their early
development.
In addition, Mr. Darren perceived that his current employer, a space startup company,
holds hiring and career development in high regard, providing its employees a career coach that
actively engages with an individual’s learning and development for long term growth. He
compared the space startup company’s workforce development approach to his experience in the
A&D industry, and believed that the A&D industry are short sighted, and hired employees for a
159
specific role to “churn out work.” Whereas within the new space company, Mr. Darren believed
that they actively engaged in employee long-term development, and stated:
The new space company has a different paradigm with how they hire people as well as
career development; it's very important. I feel many DoD A&D give it lip service, and its
checklists. In my company you have a HR mentor that's basically a coach helping you as
you get through your training set, making suggestions for future training, reviewing your
records and asking where you want to take your career, and suggesting classes that can
help you as you take baby steps to working in new areas. They would rather hire an
employee and educate them to move and evolve to a higher level than lose that employee.
I think there's a big difference, in aerospace and defense, they want to hire you for a
specific spot, don't want you to ever go anywhere else, and want you to just churn out
work. That's not what this new generation is looking for. They're looking for where they
can add value and have a career and grow.
Mr. Darren’s perspective is that his current employer invested in the growth of its workforce at
the onset, and made it part of their normal practices.
Two participants, Ms. Elise, and Mr. Freddie had similar perspectives and felt that AD1
Inc. needs to be more “intentional” with their diversity initiatives, including creating programs
with metrics to measure progress. Ms. Elise described that AD1 Inc. diversity and inclusion
initiatives fell short and could be perceived as slogans, and expressed, “it's like you could say
okay, we're doing D and I, but is it just buzzwords or are you really listening and hearing what
people are saying?” She shared that she was part of an AD1 Inc. diversity and inclusion focus
group but did not see a lot of change, and fundamentally, AD1 Inc. needs to be more
“intentional” on how they expend resources to improve diversity. She felt that AD1 Inc. had a
160
history of recruiting at the same universities, inherently hiring the same demographic of people.
Ms. Elise felt that recruiting at HBCUs were not part of AD1 Inc.’s normal culture and
practices, and stated:
It's just natural to hire and work around people, people you feel comfortable with, people
who are like you, so for the longest, it's been White males. It's kind of natural for them to
recruit at wherever they went. It’s not natural for them to think of HBCUs to go and
recruit talent.
Ms. Elise further described that besides recruiting from the same schools, AD1 Inc. and another
company within A&D have a long history of recruiting and hiring members of their family and
friends, perpetuating a homogeneous workforce. She shared that unlike most of her colleagues,
she did not end up in the A&D industry through family or friends, and stated:
It's mostly been White males or there could be friends of the family, I don't want to say
nepotism, but so many families have a history working at places like AD1 Inc. and AD2
Inc. (a pseudonym for another company within A&D). I would hear so many people
when I worked at AD1 Inc. and AD2 Inc. say ‘my uncle used to work here’ or ‘my Dad
worked here’ or ‘my cousin, brother, neighbor’. I can’t say that at all. I don’t have any
family or friends that worked at any of these companies.
However, Ms. Elise believed that AD1 Inc. did not deliberately exclude people from
opportunities, and they were doing what they would naturally do, and communicated, “I don't
think they necessarily were intentionally leaving people out. It's just natural, they get there, they
see it's a good job, great benefits, retirement, and they encourage their friends and family to
come.”
161
Furthermore, Ms. Elise felt that with “intentional” effort, ADI Inc. could shift the culture
to accept working with a more diverse workforce. She described that people have been
comfortable working with the same type of people for too long and have not been challenged to
work with people that are not like them. Ms. Elise conveyed:
To get people to look at others outside of their comfort zone, you have to be intentional
and show it's fine to give other people the opportunity. They still have to meet all the
same requirements but we want you to look at a broader spectrum of people, not just
where you always love to before. If you keep doing things the same way, you're going to
just keep getting the same results. Those are the kinds of discussions that I tried to
encourage people to discuss openly and honestly and say how they felt about things. We
also have to be more proactive about outreach, that has declined.
She believed that “intentional” effort started with having tough conversations about diversity,
pushing the workforce outside their comfort of recruiting people like themselves, and proactive
outreach.
Lastly, Ms. Elise, similarly to Mr. Darren, emphasized the importance of educating
students at an early age, and how corporations or STEM organizations can help shape the
workforce. She felt that it started with recognizing the “root of the problem” and enabling
underrepresented groups such as women and people of color, and said:
I think another thing that's really important that I would love to see more organizations
and corporations do is realize that the root of the problem as far as I think of females and
people of color and their being able to pursue these kinds of careers starts at the very
beginning, right? So it's the money thing, usually, like most things boil down to money.
And if they're not getting the proper elementary education and a strong math base, are
162
they ever going to take, you know, algebra and geometry and early enough stages to get
through all the right math classes to be prepared to even enter the school of engineering,
you know, and be able to compete.
Ms. Elise was concerned that money would get in the way of giving women and people of color
the basic science and math necessary for them to develop and grow, and persist in field like
engineering.
Mr. Freddie believed that AD1 Inc. was “trying to do the right thing” with respect to
adjusting to a 21st century workforce, including diversity, and changing needs and values; but he
also felt that they “could do things better” and “need to be a little bit more intentional.” He
described attending town halls which included discussions about workforce diversity and what
AD1 Inc. is doing to adjust, though he was under the impression that not all workforce concerns
are addressed since the Board of Directors, shareholders, or older generations have to agree. He
also described ongoing discussions AD1 Inc. to create and structure a formal mentorship
program, as mentorships are currently informal and typically done if “someone has time.”
He felt that investing in mentorships needs to be part of normal practices and the culture
of AD1 Inc., and expressed:
So I think AD1 Inc. is trying to do the right thing, I think sometimes they're hearing and
do these town halls. We actually just did one today and it's like they address some, they're
working on some, but then there’s other things, it's like they kind of want to turn a blind
eye to because they know that it's either going to not sell well to the board, the
shareholders, or maybe even the older generation. “I have heard talk about, you know,
trying to make mentorship a, a structure thing, not something like if someone has time
for; it needs to be part of our institution, our process, and our structure as a company, or
163
else we're going to lose people because they feel like they're not being mentored.
Mr. Freddie believed that for certain roles they “are so quick to hire former customer, former
government.” By continuing to hire candidates with the same background, Mr. Freddie felt that
AD1 Inc. was missing out on the diversity of thought and perspectives, and new ideas, and
stated:
We are so quick to hire former customer, former government. Well, where's the
perspective of someone that's maybe worked outside the industry and says, ‘hey, why are
we doing it this way?’ You and I have a business background, that's a different
perspective than a cost plus fixed fee world. You gotta have that diversity of perspective
and experience and skill sets to be competitive, and I think that is where AD1 Inc.
probably could do a better job.
He perceived that diversity of background would make AD1 Inc. more competitive and
something they could improve.
Mr. Geno perceived that AD1 Inc. and A&D are more focused generating revenue, and
answering to shareholders, and lacked a sense of comradery. He discussed how mentorship is a
key element of investing in the future of the workforce and described taking it upon himself to
create mentorship relationship. He recalled having several mentees throughout his career with
whom he continues to stay in contact. He felt that it was part of a leader’s responsibility to
groom the younger generation and show them they are valued, and expressed, “it's important to
reach back and pull those up that are coming up behind you because if you don't, they won't see
the benefit of themselves being part of the industry.”
He also shared that as a mentor, race, gender, or age should not matter, and it is more
about showing the mentee that they are important. At the same time, the mentorships also
164
showed others within the organization that it is possible to have mentorships with people who are
not like you. He stated:
Whether you're, you name it, Asian American, Indian American, African American,
woman, any type of individual that in many cases are underrepresented within the group
dynamic of aerospace and defense, if you don't see those taking your interest to heart, and
it doesn't have to be a person that looks like you or is like you, it just has to be someone
that's willing to spend the time to show you that you’re welcome and are an important
and valuable team member within the organization and the industry. By showing that I
think it shows everyone that it can be done.
Mr. Geno considered mentorships as a way to bring different backgrounds together and build
mutual respect for one another.
In contrast to six participants who believed AD1 Inc. did not invest enough resources in
building a diverse workforce, Mr. Benji believed that AD1 focused investments on younger
generations. He perceived that as a Generation X, at his age, the company saw “very limited
value” given how many years he probably has left in his career. Mr. Benji felt that AD1 Inc. did
not have confidence in older generations to coach and lead the younger generations, and
expressed, “I don't think the company believes that folks who are older can necessarily give that
dynamic coaching and leadership across the board. So they look right over folks in my age
group.” He also described that AD1 Inc. preferred certain demographic groups over others,
naming the younger generations as the preferred group, and stated:
The younger generations are highly desirable and so, I think the company is really
interested in the younger generations workforce and their opinions going forward,
because that is their future, their future leaders, and the folks that are going to be there
165
over the longest period of time. I think that's where the majority of the investment in
terms of growing the company culture and asking people what they want. I think that's
where the majority of the effort is going.
Mr. Benji provided a positive outlook given that he believed that AD1 Inc. invested the majority
of their efforts on Millennials and Gen Zs. However, he also pointed out that since he is part of
the older generation, he felt slighted and perceived that AD1 Inc. did not believe that the older
generation was capable of helping to develop the younger generation. This is an important point
to recognize because investing resources to build a diverse workforce includes all backgrounds,
not just the demographic groups that are considered more desirable.
166
Table 21
Participants Perception of Assumed Cultural Setting 2 Organizational Influence
Assumed organizational
influence
Overall findings:
Number of participants
perceived assumed
organizational influence
is gap or asset
Key quotes
Cultural setting 2: The
organizational investment
in events that bring together
talent acquisition/recruiters,
hiring managers, and
potential Millennial and Gen
Z candidates on a periodic
but consistent basis during
which the hiring managers
are able to engage with
Millennials and Gen Zs in
interactions consistent with
models that embrace
diversity, equity and
inclusion.
6 of 7 perceived gap
1 of 7 perceived asset
“I think that it's almost going to be a
losing proposition because there are too
many options for employment that are
more interesting, dynamic, exciting, and
inclusive; where you're engaged, you
feel like you belong, you're appreciated,
people respect you.” (Ms. Ava)
“So I think I'm seen as a person because of
my age with very limited value to the
company from years to go. The majority
of the effort is going into the younger
generations.” (Mr. Benji)
“My concern is in aerospace and defense,
leadership in the majority of industry
just gives it lip service. It's not what you
say, it's what you do.” (Mr. Darren)
“It's not natural for them to think of
HBCUs to go and recruit talent. So if
they're used to and if they went to USC,
they want more people from USC, for
example.” (Ms. Elise)
“There was only two people one year in all
of AD1 Inc. that got to do that [be in a
leadership development program].” (Mr.
Freddie)
167
Summary of Knowledge, Motivation, and Organizational Findings
Based on the assumed knowledge and motivation influences, findings indicate that the
participants have in depth knowledge and high motivation to achieve the goal of attracting and
hiring Millennials and Gen Zs, and therefore, knowledge and motivation of the hiring managers
are assets to AD1 Inc. Regarding the assumed organizational influences, findings suggest that
there are organizational factors related to culture impeding the hiring managers’ ability to attract
and hire Millennials and Gen Zs to the workforce, indicating there are organizational gaps within
AD1 Inc. Table 22 provides a summary of the assumed knowledge, motivation, and
organizational influences and overall findings as either a gap or asset for AD1 Inc.
Clark and Estes’s (2008) KMO framework was a suitable to study the failure of the U.S.
A&D industry to attract and hire Millennials and Gen Zs creating workforce scarcity, as the
framework provided a methodology to determine and identify if there were gaps within
individuals or the organization itself. In addition, the hiring managers were the appropriate and
relevant stakeholder as the participant group for the study, as the participant group encompassed
different levels of leaders from middle to senior levels that are close to the problem, are willing
to share their perspectives, have the ability to identify changes, and when changes are identified,
they would lead implementation.
168
Table 22
Overall Findings for Knowledge, Motivation, Organizational Influences
Knowledge
Knowledge type Assumed knowledge influence Overall
findings
(asset or gap)
Declarative Hiring managers’ knowledge of the demographic
cohorts currently in the A&D workforce.
Hiring managers’ knowledge of what is causing
Millennials and Gen Zs not to choose a career in the
A&D industry.
Hiring managers’ understanding of the needs or wants
of Millennials and Gen Zs when seeking an
employer.
Asset
Procedural Hiring managers’ ability to incorporate strategies of
differentiation into hiring practices for Millennials
and Gen Zs.
Asset
Metacognitive Hiring managers’ reflection on strategies that are not
working for them in recruiting Millennials and Gen
Zs to continually improve their recruitment
initiatives.
Asset
Motivation
Motivation
construct
Assumed motivation influence Overall
findings
(asset or gap)
Task Value
Theory
Hiring managers’ value for increasing the percentage
of Millennial and Gen Z new hires.
Asset
Self-Efficacy
Theory
Hiring managers’ belief in being capable of increasing
the percentage of Millennial and Gen Z new hires.
Asset
Attribution
Theory
Hiring managers’ belief that their successes in
attracting Millennials and Gen Z employees into the
workforce has been a result of hiring manager’s
recruitment and hiring strategies rather than
influences outside of their control.
Asset
169
Organization
Organizational
influence
category
Assumed organizational influences Overall
findings (asset
or gap)
Cultural Model 1 The organizational cultivation of a general acceptance
and willingness to hire a diverse pool of qualified
candidates, encouraging and enabling the hiring
managers to increase the percentage of Millennial
and Gen Z new hires.
Gap
Cultural
Setting 1
The organizational provision of direct feedback
mechanisms for hiring managers to influence
changes to organizational practices and procedures
that they identify as desirable or undesirable in their
interaction with potential Millennial and Gen Z
recruits.
Gap
Cultural
Setting 2
The organizational investment of resources in events
that bring together talent acquisition/recruiters,
hiring managers, and potential Millennial and Gen Z
candidates on a periodic but consistent basis during
which the hiring managers are able to engage with
Millennials and Gen Zs in interactions consistent
with models that embrace diversity, equity and
inclusion.
Gap
170
Chapter Five: Discussion and Recommendations
As presented in Chapter 4, findings from the participant interviews revealed that the
hiring managers have in depth knowledge and high motivation to attract and hire Millennials and
Gen Zs to AD1 Inc. However, findings from the participant interviews also uncovered
organizational gaps that impact the hiring managers’ ability to attract and hire Millennials and
Gen Zs to AD1 Inc. Chapter 5 discusses the participant interview findings in relation to the
literature findings, then concludes with recommendations for practice and future research to
close the generational gap.
Discussion of Findings: Addressing the Generational Gap
The seven participant interviews uncovered a number of organizational gaps associated
with AD1 Inc.’s culture that they believed impact the hiring managers’ and therefore, the
organization’s ability to attract and hire Millennials and Gen Zs to the workforce. These
organizational gaps included the following:
1. The organization did not have a culture with a general acceptance and willingness to
hire a diverse workforce.
2. The organization did not have mechanisms for hiring managers to influence changes
to organizational practices to increase Millennial and Gen Z hires.
3. The organization did not invest organizational resources that enable building a
diverse workforce.
The common theme that emerged across all the participant interviews is AD1 Inc. continues to
have a disparate workforce relative to age (generational), gender, and race. All participants
believed that significant effort was necessary for AD1 Inc. to achieve diversity. This overall
finding correlates to literature that indicated Millennials and Gen Zs value cultures that
171
understand, accept, and appreciate identity differences, including age, race, ethnicity, gender, and
sexual orientation (Deloitte Global, 2021; Hudson, 2021; Jacoby, 2021). Organizational
diversity, including at the executive and senior leadership levels, was at the top of list for
Millennials’ and Gen Zs’ needs and wants when seeking an employer (Deloitte Global, 2021;
Hudson, 2021; Jacoby, 2021).
The Organization Did Not Have a Culture With a General Acceptance and Willingness to
Hire a Diverse Workforce
The participant interviews uncovered that the organization lacks a general acceptance and
willingness to hire a diverse pool of qualified candidates. Most commonly, the participants
perceived that AD1 Inc. advertised the importance of diversity, but actions to achieve diversity
fall short. Six participants who have been in the A&D industry for 20+ years conveyed that there
was not much improvement in terms of age, gender, and/or race. Ageism, sexism, and/or racism
still appears to occur at AD1 Inc. as five participants shared anecdotes where they felt slighted or
singled out by their colleagues or leaders because of their age, gender, or race.
Two participants described being involved in AD1 Inc.’s programs that sought to
improve diversity, but they conveyed experiencing adversity with their colleagues. One of the
two participants felt compelled to constantly defend why diversity is important and dispel the
perception that leadership roles were “being given to people of color.” The other participant
described he was slated to become a mentor for young people of color but he was slighted by
colleagues and ultimately was not included in the mentorship program. He suspected he was not
included because the mentorship program leaders favored women.
These participant findings indicate that a more concerted effort is required at AD1 Inc. in
order to achieve diversity, which coincides with various literature that found the A&D industry’s
172
workforce in terms of diversity, including age, gender, and race, has not substantially improved.
The current demographics of the A&D workforce are comparable to 30 years ago (Bidwell,
2014; Birch, 2013; Campbell, 2011; Evans, 2017; Hedden, 2017; Melcher, 2017; Women’s
Bureau, n.d.). Based on multiple sources, Figure 1 shows the A&D industry’s workforce
diversity gap by age, gender, and race.
Age (Generational)
The age or generation gap of the seven participants was similar to the average statistics
found in the literature review. Research showed that 30-40% of the A&D workforce is 55 years
or older and eligible to retire (Baby Boomers), 46 is the average employee age (Generation X),
and less than 23% are young professionals under the age of 35, which consists of two
generations: Millennials and Gen Zs (Evans, 2017; Hedden, 2017; Melcher, 2017; Newstex
Trade and Industry, 2015). Of the seven participants three or 43% were Baby Boomers, three or
43% were Generation Xs, and one or 14% was a Millennial, which is comparable to the current
age or generational makeup of the A&D industry.
All seven participants recognized that there is a generational gap at AD1 Inc. and
believed that increasing the amount of Millennial and Gen Z new hires is critical to the growth of
AD1 Inc. All participants believed that recruitment of younger generations to AD1 Inc. was
challenging due to their organizational culture, describing the culture as hierarchical, risk
adverse, and bureaucratic, and felt that there was a general lack of empowerment, trust, and
collaboration. Five participants described some but not constant successes recruiting and hiring
Millennials and Gen Zs but overall felt it has been difficult to recruit and hire Millennials and
Gen Zs to AD1 Inc., much less retain them. Two participants described having a consistent and
steady pipeline of Millennial and Gen Z talent for their teams; however, they felt that AD1 Inc.
173
as a whole was not prepared to or capable of developing a steady pipeline of new generation
talent. One participant believed that AD1 Inc. started to shifting resources towards the Millennial
and Gen Z workforce, and experienced bias as a Generation X.
In comparing the literature, research indicated companies within the A&D industry have
been accustomed to control-oriented leadership styles and top-down organizational structures,
which are not suitable for changing workforce needs (Accenture, 2010). In addition, Hudson
(2021) discovered that the retention of Millennials working in the A&D industry for longer than
two years has been a substantial problem for numerous organizations. Similarly, Yager and
Sorenson (2016) uncovered that employers have struggled to retain their high potential
employees, such as Millennials, for longer than two years of employment, compared to tenured
employees with at least a decade of employment. Lastly, Wingerter (2019), and Wingerter and
Ahn (2020) found that newcomers to A&D, including Millennials and Gen Zs anticipated a
‘‘faster, higher, farther’’ culture, but they shared experiencing the opposite, and eventually leave
the industry.
Gender
Out of the seven participants, three or 43% were women, and four or 57% were men. The
female participants consisted of two senior leaders and one mid-level leader. The male
participants included three senior leaders and one mid-level leader. The gender of the
participants correlated to literature which indicated that total U.S. labor force includes 53% men
and 47% women (Women’s Bureau, n.d.). Progress has been made to close the gender gap for
management and executive leadership levels across Fortune 500 companies, though significant
inequality remains, including in the A&D industry (Gandhi, 2020; Torpey, 2017).
All three female participants attested to the difficulties of working at a company and
174
industry dominated by [White] men, and felt it was incumbent on themselves to figure out how
to prosper. All three female participants also communicated that they experienced chauvinism
and prejudice from their [White] male and/or female colleagues or leaders. Two of the female
participants described that they often confronted their colleagues or leaders about biased
behavior, while one female participant shared that she would dismiss the biased behavior
because she did not want to cause problems in the workplace.
The biases the female participants experienced compares to literature findings of gender
inequality that dates back to historic socio-cultural ideals as far back as ancient Greece and
Aristotle (Appelrouth & Edles, 2016; Smith, 2021). Women were regarded as caretakers,
subordinate, delicate, and not intelligent enough to take on significant roles in the workplace
(Appelrouth & Edles, 2016; Smith, 2021). These socio-cultural ideals have endured, creating
barriers for women to enter the workforce and progress into prominent leaders (Appelrouth &
Edles, 2016; Smith, 2021). All three female participants portrayed that they persisted decades of
working in a predominantly [White] male organization and industry because they became skilled
at working with a diversity of people, including their White male counterparts; however, they felt
it was unlikely that Millennials and Gen Zs would tolerate gender inequality in the workplace.
Race
The seven participants from this study included four or 57% that were Blacks, two or
29% that were Whites, and one or 14% that were Asian. In comparison, the Women’s Bureau
(n.d.) indicated that in 2020 the labor force included 77.4% Whites, 12.6% Blacks, 18% of
Latinx, and 10% for all others to include Asians, American Indians, Alaska Natives, and Pacific
Islanders, correlating to Hedden’s (2017) findings that indicated the A&D industry continues to
be predominately Whites (Hedden, 2017). The seven participants interviewed for this study were
175
not predominantly Whites, and it was not difficult to find people of color that met this study’s
participant criteria. However, a sample size of seven participants may not be sufficient to
compare to statistics in literature as it relates to race.
The literature indicated that there was a correlation between race and STEM, including
STEM education and employment (Birch, 2013; Campbell, 2011; Hedden, 2017; Landivar,
2013). Research suggested that Blacks and Latinx are less likely to choose degrees STEM
degrees that are typically required for most A&D industry positions, and therefore Blacks and
Latinx have continued to be severely underrepresented in STEM employment (Birch, 2013;
Campbell, 2011; Landivar, 2013). However, other research indicated that since Blacks and
Latinx are more likely to finance their higher education using student loans, they lean towards
pursuing STEM degrees (Hedden, 2017).
Among the seven participants, four or 57% had multiple STEM degrees, and three were
people of color and one was White; while three or 43% had non-STEM degrees, of which two
were people of color and one was White. Two of the four participants with STEM degrees shared
that they believed STEM education was key for future opportunities, and described their
perspective that STEM education should be provided at a young age, regardless of background.
One of the participants with a STEM degree, a female person of color, further shared how she
struggled academically her first two years as a college engineering student because she was not
prepared with the foundational science knowledge that she observed her cohorts did. She
described that she went to a public high school in an oppressed community that did not offer
college preparatory courses, let alone science college preparatory courses, and felt that private
organizations or corporations should invest resources for public schools to provide foundational
science and math so that all young people have an equal opportunity to compete in STEM.
176
The Organization Did Not Have Mechanisms For Hiring Managers to Influence Changes to
Organizational Practices to Increase Millennial and Gen Z Hires
The participant interviews discovered that the organization did not have mechanisms in
place for the hiring managers to influence changes to organizational practices that encourage
increasing Millennial and Gen Z new hires. The participants generally believed that they did not
have the power or clout to influence changing the organization’s recruitment practices. Some of
the concerns expressed by the participants included a) not having access to senior executive
leadership to share their concerns; b) not being sought after or included in the decision making
process; and c) voicing ideas to improve recruitment practices but their ideas are not taken
seriously or considered by their leadership. A participant pointed out that the organization’s
recruitment policies were ultimately the limiting factor, resulting in a lack of empowerment and
flexibility for managers to offer incentives that are attractive to Millennials and Gen Zs. Another
participant shared concerns about whether leaders were being transparent with senior executive
leadership about the difficulties of hiring and retaining the younger generations, and
understanding how younger generations have different needs.
These perspectives of the participants allude to cultural challenges faced by the
organization that coincide with the literature, in which a number of studies conveyed that
organizational culture correlate to the A&D industry’s workforce growth, as cultural behaviors
and norms can create barriers to the extent that potential candidates avoid certain industries or
organizations (Cutcher-Gershenfeld et al., 2003; Defense & Aerospace Week, 2010; Evans,
2017; Marren et al., 2018). The A&D industry aligned their business processes to the U.S.
government’s regulations, including higher quality requirements, military specifications, lengthy
177
product development cycles, acquisition regulations, and hierarchical organizational structures,
creating complex environments for employees to thrive in (Evans, 2017). Heritage Baby Boomer
and Generation X employees were accustomed to working in this complex, rigid, and structured
work environment (Evans, 2017), but Millennial and Gen Z newcomers anticipate a more
‘‘faster, higher, farther’’ culture and when they experience differently, they ultimately leave the
industry (Wingerter, 2019; Wingerter & Ahn, 2020). The differences in desired working
environments by Baby Boomers and Generations Xs versus Millennials and Gen Zs puts
emphasis on how organizational culture could create a barrier to attract and hire new generation
talent.
The Organization Did Not Invest Organizational Resources That Enable Building a
Diverse Workforce
The participant interviews found that the organization AD1 Inc. has not invested
sufficient resources to facilitate building a diverse workforce. The concerns brought up by the
participants included the following:
1. The organization was behind with respect to investing in the future workforce.
2. The organization’s efforts to improve diversity, equity, and inclusion lacked
“intention” with clear and material plans.
3. The organization was short sighted and lacked long term vision in regards to
investing resources to enable building a diverse workforce.
4. The organization’s ability to achieve diversity was a long shot.
Furthermore, a participant highlighted how the impact of not planning for the future workforce
was bigger than AD1 Inc. and the A&D industry, and affected the United States. This participant
also brought up the importance of investing in the workforce early on at a young age, by
178
allocating resources that enable all children to learn both language arts and STEM so they are
prepared for the future. Similarly, another participant described how private corporations or
organizations can help to educate students at an early age by investing resources in STEM at
public schools, especially for underrepresented groups like women and people of color.
These perspectives of the participants correspond with various literature. A study of
A&D executives conducted by Accenture (2010) indicated that leadership behaviors are threats
to future growth of the A&D industry, particularly meeting the demand for qualified workforce
over the next 10 years. Findings from Accenture’s (2010) study uncovered that 67% of the
respondents felt doubtful of their company's ability to develop future leaders, and 63% of the
respondents did not believe their company is prepared to address human capital needs.
In addition, findings showed that STEM education has been the primary source for the
A&D workforce (Arik & Geho, 2017; Gonzales & Kuenzi, 2012; McGunagle & Zizka, 2020;
Pellegrini, 2015). The STEM workforce also has been tightly connected to the success and
dominance of a country’s economy, and progress in scientific research, engineering, and
technological advancements (Arik & Geho, 2017; Pellegrini, 2015; Xue, 2014; Xue & Larson,
2015). Findings have also showed that STEM-qualified workers are scarce but could be
attributed to a decrease in the number of students pursuing STEM education (Ariks & Geho,
2017; Cardador et al., 2021; Kuenzi, 2008; Gonzales & Kuenzi, 2012; Xue & Larson, 2015).
Based on 10 years of data for the number of postsecondary degrees earned in the United States,
the percentage of STEM degrees has remained constant at 17%, however, the number of
postsecondary STEM degrees earned in several other competing nations has increased
dramatically (Kuenzi, 2008). Kuenzi (2008) also found that the United States is no longer
regarded as the leader in STEM education and ranked 20th of all nations for 24-year-olds with
179
science or engineering degrees.
Moreover, Kuenzi’s (2008) findings correlate to the National Academies’ 2005 report
entitled “Rising Above the Gathering Storm” underscored several concerns relative to STEM,
including: low retention rates, diminishing enrollment of U.S. citizens in science and engineering
graduate programs, and lower percentages of STEM graduates compared to those of other
economically developed nations (Byko, 2007; Xue & Larson, 2015). The National Academies’
2005 report on “Rising Above the Gathering Storm” also outlined the recommendation to
improve A key recommendation from the report was to enrich science and mathematics
education in grades K-12 in the interest of encouraging STEM higher education (Byko, 2007;
Xue & Larson, 2015).
Recommendations for Practice
There were no gaps that surfaced related to the hiring managers’ knowledge and
motivation; however, findings revealed organizational gaps. Recommendations for the
organization include the following: a) appointing a chief people officer to redefine culture and
lead transformation; b) provide mechanisms for hiring managers to influence changes to
organizational practices to increase Millennial and Gen Z hires; and c) invest resources in social
responsibility initiatives involving K-12 and HBCUs to drive a culture of diversity and help build
the next generation of leaders for the A&D industry.
Recommendation 1: Appoint a Chief People Officer to Lead Cultural Transformation
All participants identified that though AD1 Inc. recognized the need to improve diversity
within the workforce, including attracting and hiring Millennials and Gen Zs, there was generally
a lack of active senior executive leadership engagement and involvement to achieve the
organization’s diversity goals. Six of the participants also emphasized that AD1 Inc.’s workforce
180
challenge is not necessarily a human resources issue. Rather, they viewed it as more of an
executive leadership issue and it was senior leadership’s responsibility to address. Implementing
a chief people officer role into the organizational structure provides an alternative solution to
reprioritize the people, culture, and workplace. The chief people officer would assess, redefine,
and revive their organizational culture based on what their people value the most. Figure 7
provides an overview of the chief people officer role and how it could be integrated into the
organizational structure.
Figure 7
A Chief People Officer Focuses on People, the Culture, and a Psychologically Safe and
Supportive Work Environment
Over the last few decades the role of a chief human resources officer (CHRO) has
evolved and become increasingly important for organizations (Bottger & Vanderbroeck, 2008;
Wright et al., 2011). A CHRO is expected to be skilled at talent acquisition, help with executive
Organization
The Chief People Officer’s Team is Not Hierarchical; It is an Interdependent Relationship Focused on Bringing People, Culture, and
Workplace Together to Build an Organization
Chief People Officer
Executive
Leader of
People
Executive
Leader of
Culture
Executive
Leader of
Workplace
Chief People Officer (CPO)
• Appointed by CEO
• Partners with CEO to
redefine an organization’s
identity
• Focuses on people,
culture, and the work
environment as the
foundation to maximize
enterprise value CPO’s Leadership Team to
champion each key element
and integrate them for the
organization
181
succession planning, develop leaders, and carry out other human resources processes, such as
employee performance and labor relations (Bottger & Vanderbroeck, 2008; Wright et al., 2011).
Therefore, the CHRO role is often limited to traditional human resources operations, presenting a
gap for managing organizational culture; except that Bottger and Vanderbroeck (2008) described
that from a culture perspective, CHROs focus on culture fit interventions for those that do not
adapt to the organization’s current culture.
To adapt to changing workforce and organizational needs, the chief people officer role
has recently emerged in both for profit and nonprofit sectors across different industries, including
higher education, healthcare, and aviation. In 2021, American Airlines and JetBlue named their
chief people officers to lead the airlines’ “People” organization, which in addition to human
resources management responsibilities includes the development and implementation of a strong
organizational culture driven by what their workforces value most (Christoff, 2021). A chief
people officer sets out to put the “human” back in human resources, and is a role that would help
AD1 Inc. strategically transform their culture.
As the literature review revealed, workplace culture, particularly a diverse and healthy
culture, is paramount to Millennials and Gen Zs. Newcomers have pursued careers within the
A&D industry expecting a ‘‘faster, higher, farther’’ culture, but shared that they experienced the
opposite, become frustrated and ultimately leave the industry (Wingerter & Ahn, 2020). This
study revealed that the participants felt that AD1 Inc. lacks a general acceptance and willingness
to hire a diverse pool of qualified candidates; and while some effort has been made, a lot more
work is necessary to transform the organization into a culture of diversity. The AD1 Inc. culture,
described as hierarchical, bureaucratic, and dominated by White males by six participants, has
been deeply embedded within the organization for a century, impacting the ability to attract and
182
hire the next generation of leaders.
Shifting from a chief human resources officer to a chief people office would be
considered a strategic and significant organizational change involving the following: a)
substantial review and modification to the current organizational structure; b) obtaining buy-in
from the board of directors for the new role; c) developing roles, responsibilities, and
accountability for the chief people officer; d) recruiting and hiring for a considerable leader; and
e) preparing a competitive senior executive level salary. Though the scope of implementing a Clevel leader would be a tremendous undertaking that could take from six months to one year, a
chief people officer is anticipated to bring positive and impactful cultural change to the
workforce and organization. As a starting point, the chief people officer would evaluate the
existing culture; redefine the culture; review policies that drive undesirable views, values, and
behaviors; begin creating a paradigm that embraces differing values of all demographic cohorts
within the workforce; and facilitate a workplace that provides a psychologically safe and
supportive environment that embraces organizational practices to increase Millennial and Gen Z
hires.
The recommendation to appoint a CPO to lead cultural transformation is feasible for AD1
Inc. given that the organization currently has a CHRO in place, and could potentially shift the
CHRO to a CPO role. In addition, AD1 Inc.’s 2022 goals outlined in Table 1 includes both short
term and long term workforce improvements, including achieving diversity, equity, and inclusion
milestones such as 50%/50% representation by men and women, and at least 30% representation
by persons of color. These workforce improvements signaled that AD1 Inc. recognizes the need
for change with respect to workforce growth.
183
Recommendation 2: Establish a Workforce of the Future Initiative
Five participants indicated that they did not feel they had the power or clout to influence
changes to AD1 Inc.’s talent recruitment practices. They believed that there were no mechanisms
in place to share their perspectives and ideas on changing the way candidates are recruited and
hired. They also described not having access to the appropriate senior executive leadership to
have transparent discussions about concerns relative to hiring and retaining the younger
generation. Lastly, the five participants portrayed concerns that the organization lacked long term
vision when it came to planning for and developing the future workforce.
Establishing and implementing a Workforce of the Future Initiative would bring the
multiple stakeholders together to collaborate on transforming their organizational practices to
enable building a talent pipeline. The Workforce of the Future Initiative would also provide a
mechanism to concentrate on assessing, redefining, and identifying changes to recruitment and
hiring practices based on what the future workforce desires. Furthermore, the Workforce of the
Future Initiative would provide recommendations to the Chief People Officer and Chief
Executive Officer to implement changes to recruitment and hiring practices. Figure 8 provides an
overview of the Workforce of the Future Initiative, and a sample of an organizational structure.
The Workforce of the Future Initiative models the Air Force Futures that the U.S. Air
Force established from 2020-2021 (Air Force Futures, n.d.). Lead by high ranking U.S. Air Force
leaders, including Lieutenant General S. Clinton Hinote, Major General David A. Harris, Mr.
Thomas J. Lawhead, and Brigadier General Mark B. Pye, Air Force Futures was established to
focus on and act on behalf of future Airmen to make sure they are “organized, trained, and
equipped to face competitors with confidence in the future” (Air Force Futures, n.d.). Air Force
Futures’ ultimate goal is to accelerate change by transforming their culture, and attracting and
184
retaining talent (Air Force Futures, n.d.). The tenets of their desired culture includes
collaboration, innovation, learning, diversity, healthy debate, transparency, and mutual
communication (Air Force Futures, n.d.).
Figure 8
The Workforce of the Future Initiative Focuses Transforming Organizational Practices to
Enable Building a Talent Pipeline
Based on the information shared about the history, goals, and vision of Air Force Futures,
it appeared that the U.S. Air Force may be addressing similar workforce and cultural concerns
that were uncovered by this study. For instance, Air Force Futures discussed breaking down
stove piped teams and integrating the teams to develop a more flat and responsive organizational
structure (Air Force Futures, n.d.). In addition, Air Force Futures highlights creating a future
workforce that is relevant to today’s environment but that can easily adapt as the environment
185
changes (Air Force Futures, n.d.). These aspects make it an ideal model to explore and apply as a
potential solution to create a Workforce of the Future Initiative for AD1 Inc.
The Workforce of the Future Initiative proposes multiple stakeholders to collaborate on
developing the future workforce, including senior executive leadership, talent acquisition, hiring
managers, and Millennials and Gen Zs. These stakeholders were selected based on the findings
from the participant interviews that uncovered a lack of common understanding and vision to
achieve developing a talent pool, which also aligned to the literature that described these same
stakeholders questioned building a future workforce for the A&D industry. Relative to senior
executive leadership and hiring managers, a study of A&D executives conducted by Accenture
(2010) found that 67% of the respondents felt doubtful of their company's ability to develop
future leaders, and 63% of the respondents did not believe their company is prepared to address
human capital needs.
Regarding talent acquisition, another study by McGunagle and Zizka (2020) indicated
that though new generations were prepared with specific knowledge and content, they lacked
21st century employability skills to be successful in the workplace, including self-motivation,
verbal communication, problem-solving, and being proactive. In particular, STEM graduates
were observed as unprepared with employability skills, and STEM education programs were
found to under value the need for those employability skills (McGunagle & Zizka, 2020). There
has been constant debate with regard to who should help prepare students with the proper
employability skills, the educational institutions or the employers (Johnson, 2013; Maxwell et
al., 2009; McGunagle & Zizka, 2020). Johnson (2013) asserted that deficient workforce
readiness dates back to the 1990s when employers decided to eliminate training and apprentice
programs.
186
Lastly, for Millennials and Gen Zs, research showed that they look for organizations that
align with their personal values, and will avoid or leave an organization when they conflict
(Deloitte Global, 2021, Hudson, 2021; Jacoby, 2021). To attract and retain Millennials and Gen
Zs, employers would need to offer competitive pay, ensure strong employee engagement, and
have a diverse organizational culture (Hudson, 2021; Jacoby, 2021; Deloitte Global, 2021). Of
these values, organizational diversity at all levels, including at the executive and senior
leadership levels, is the most important to Millennials and Gen Zs (Deloitte Global, 2021;
Hudson, 2021; Jacoby, 2021). Therefore, the Workforce of the Future Initiative would create an
environment for senior executive leadership, hiring managers, talent acquisition, and Millennials
and Gen Zs to interact and collaborate “to think about where the future is going, what type of
people will be there to fulfill the roles that you'll need in the future, and be prepared to welcome
them in” (Ms. Ava). Likewise, the Workforce of the Future Initiative provides a way to drive a
culture based on “long term vision” (Ms. Camila; Mr. Darren).
The recommendation to establish a Workforce of the Future Initiative is feasible for AD1
Inc., however, it might be a more challenging alternative to implement and achieve given that
one of the organizational culture gaps identified by the study included a lack of willingness to
cultivate a diverse workforce. A common perception shared by the hiring manager participants is
that AD1 Inc. lacks long term vision, especially when it comes to building the future workforce.
The Workforce of the Future Initiative is not a short term or quick fix solution, and will require
long term commitment. Notwithstanding, it is a feasible recommendation for AD1 Inc., and a
more in depth assessment of organizational readiness would be necessary as part of the
implementation.
187
Recommendation 3: Incorporate Social Responsibility Goals Involving K-12 and HBCUs
Into Leaders’ Career Development Plans
Six participant interviews revealed that AD1 Inc. has not done enough to invest resources
that enable building a diverse workforce to increase Millennial and Gen Z hires. Several
concerns were brought up by the participants, including a) the organization was behind with
respect to investing in the future workforce; b) the organization’s efforts to improve diversity,
equity, and inclusion lacked “intention” with clear and material plans; c) the organization was
short sighted and lacked long term vision in regards to investing resources to enable building a
diverse workforce; and d) the organization’s ability to achieve diversity was a long shot. Overall,
building a diverse workforce requires long term commitment and a strategic plan. Implementing
social responsibility goals involving K-12 and HBCUs into the leaders’ career development
plans provides a solution that holds leaders accountable for helping to develop the future
workforce.
As an overarching strategy, social responsibility initiatives enables closing the workforce
diversity gap, including the generational gap, gender bias and inequality, and racial
discrimination, inherently providing a solution to improve workforce scarcity (Gandhi, 2020;
Johnson, 2013; Johnson-Oliver, 2014; Maxwell et al., 2009; McGunagle & Zizka, 2018; Smith,
2021; Wingerter, 2019; Wingerter & Anh, 2020). Social responsibility initiatives have been
known to provide organizations with competitive advantage (Bénabou & Tirole, 2010; Halkos &
Nomikos, 2021). The depth and breadth of social responsibility is expansive; initiatives range
from behavioral, such as environmental-friendly, responsibly-sourced, sustainable, and ethically
mindful, to partnerships for worthy causes, including STEM, Girls Who Code, university
partnerships, HBCUs, and women’s rights (Bénabou & Tirole, 2010; Halkos & Nomikos, 2021).
188
Given that companies in A&D, like AD1 Inc., have heavily relied on STEM graduates for
their workforce, cultivating a STEM workforce would require a long-term strategy. Literature
indicated that to encourage and spark interest in STEM, students need to be educated in science
and math from kindergarten through 12th grade (Byko, 2007; Xue & Larson, 2015). Proponents
of expanding STEM education have contended that humanities and liberal arts should be
included, and STEM should be changed to science, technology, engineering, art, and
mathematics, or STEAM (Arik & Geho, 2017). Zakaria (2015) cited that supplementing STEM
with art would encourage the understanding of culture and politics, a fundamental aspect of the
human condition. Orzel (2015) further expanded this perspective citing that the interest in how
things work comes naturally from the human condition, and science is the process by which to
resolve these curiosities or make new discoveries.
Literature also found that HBCUs are a source of STEM-qualified candidates, though
HBCUs tend to be overlooked. In addition, building strategic STEM education partnerships with
universities, including HBCUs, would mitigate prevailing societal racial bias and discrimination
against Blacks and other people of color, as well as cultivate a suitable pipeline of diverse
candidates for the A&D industry (Johnson-Oliver, 2014).
There are several benefits of incorporating social responsibility goals that involve K-12
and HBCUs into the leaders’ career development plans. The leaders are provided with
“intentional” (Ms. Elise; Mr. Freddie) and measurable goals, and “exposed” (Ms. Ava) to diverse
backgrounds and perspectives. The leaders would also be actively engaged and “sought after”
(Mr. Benji) in helping to build the future workforce at the onset with young children and at the
college level with young adults. Lastly, the interaction between the leaders, young children, and
young adults would help push the leaders out of their comfort zones beyond their own
189
background, providing the leader with a broader view.
The recommendation to incorporate social responsibility goals involving K-12 and
HBCUs into the leaders’ career development plans is a feasible alternative for AD1 Inc. Based
on AD1 Inc.’s 2022 goals in Table 1, they have existing objectives to achieve certain social
responsibility initiatives between 2023-2026, including increasing university partnerships by
25% and help universities establish curriculums to address skill gaps, and begin STEM
partnerships with organizations focused on student development like NAF and Girls Who Code.
AD1 Inc.’s existing social responsibility goals and my recommendation on social responsibility
goals are similar in that they cover K-12 and higher education. However, my recommendation on
social responsibility goals holds the leaders accountable for achieving the social responsibility
goals as part of their career development plan, rather than making it an overall organizational
goal without a specific owner. In addition, my recommendation on social responsibility goals
named HBCUs as the universities to focus on instead of allowing the leaders to decide which
universities to engage with. By specifying HBCUs as the goal, the leaders would be less inclined
to engage with the same universities typically affiliated with AD1 Inc., and the leaders would be
inherently exposed to and required to engage with universities dedicated for people of color.
Recommendations for Future Research
Though profound, this study on workforce scarcity in the A&D industry explored a
fraction of a larger problem that involves closing the diversity gap with a particular focus on the
generational gap. The study demonstrated that an organization can have leaders with robust
knowledge and high motivation necessary to achieve certain goals, but organizational gaps like
culture can impede the leaders from accomplishing their goals. The organizational gaps that were
uncovered included the following: a) the organization did not have a culture with a general
190
acceptance and willingness to hire a diverse workforce; b) the organization did not have
mechanisms for hiring managers to influence changes to organizational practices to increase
Millennial and Gen Z hires; and c) the organization did not invest organizational resources that
enable building a diverse workforce. Therefore, future research might explore the following:
1. The views of Millennials and Gen Zs relative to the A&D industry and why they
choose to or not choose to join the A&D industry.
2. The impact of science, technology, engineering, art, mathematics (STEAM) versus
science, technology, engineering, mathematics (STEM) on developing a talent
pipeline for the A&D workforce.
3. A selection of new space or high tech companies and an assessment of their
workforce with respect to diversity and how their practices attract Millennials and
Gen Zs.
Views of Millennials and Gen Zs and Why They Choose to or Not Choose to Join the A&D
Industry
In studying these organizational gaps, one of the key takeaways from the participant
interviews was that they believed Millennials and Gen Zs were deterred from choosing careers in
A&D because the products developed by the industry are primarily for military use, and these
new generations did not find them “interesting” (Ms. Ava). There was also the belief that
Millennials and Gen Zs did not “resonate” (Ms. Camila; Ms. Elise) with or could not “relate”
(Ms. Camila; Ms. Elise) to AD1 Inc.’s branding of “supporting the warfighter” (Ms. Camila; Ms.
Elise). Given that these perceptions of Millennials and Gen Zs were provided by various leaders
with knowledge and experience working with Millennials and Gen Zs, further research should be
performed with Millennials and Gen Zs to gain direct insight into their perceptions of the A&D
191
industry relative to why they choose to or not choose to join the industry.
Impact of STEAM Versus STEM on Developing a Talent Pipeline for the A&D Workforce
In addition, another key takeaway from the study was that the participating hiring
manager believed diversity was inclusive of numerous types of backgrounds, including different
educational backgrounds. The participants who were interviewed for this study included four
individuals with STEM education and three individuals with non-STEM education, and a couple
individuals had educational backgrounds. With respect to studies on the A&D workforce, STEM
has been the primary focus of developing a qualified talent pool. However, this study showed
that there are roles within A&D, such as the ones held by some of the participants, that do not
necessarily require STEM qualifications. Therefore, there is an opportunity to build a talent
pipeline that embraces both STEM and non-STEM qualifications, and to achieve a diverse
workforce all educational backgrounds should be considered. The impact of science, technology,
engineering, art, mathematics (STEAM) versus science, technology, engineering, mathematics
(STEM) on developing a talent pipeline for the A&D workforce would provide further insight
into how STEAM could be an alternative to attracting the younger generation to the industry.
Select New Space or High Tech Companies to Assess of Their Workforce Diversity and
How Their Practices Attract Millennials and Gen Zs
Furthermore, another key takeaway from the study is the participants perceived that
Millennials and Gen Zs had more appealing choices for employment than AD1 Inc. and the
A&D industry, including new space start-ups and high tech companies such as SpaceX, Umbra,
Millennium Space, Google, Amazon, and Facebook. In addition, these types of companies were
perceived to have roles that aligned to what Millennials and Gen Zs find more interesting,
including designing and developing displays for Porche or developing reusable rockets with
192
SpaceX. By selecting a few new space or high tech companies to examine their workforce
diversity and how their practices attract the new generations would provide AD1 Inc. and/or the
A&D industry some practices to consider and adopt to achieve workforce growth.
Conclusion
This study explored the failure to attract and hire Millennials and Gen Zs within the U.S.
A&D industry creating workforce scarcity, a problem involving workforce diversity primarily
focused on the age or generational gap. AD1 Inc. served as the organization of study and a select
number of hiring managers served as the participant group. Using Clark and Estes’s (2008)
KMO framework, the study highlighted the hiring managers participants’ robust knowledge and
high motivation to achieve attracting and hiring Millennials and Gen Zs to AD1 Inc. The study
also uncovered several organizational culture gaps that impact AD1 Inc’s ability to achieve
workforce diversity goals, including increasing the number of Millennial and Gen Z new hires.
Overall, the organization was found to a) lack the willingness and acceptance to hire a
diverse workforce, b) lack the mechanisms in place for hiring managers to influence changes to
recruitment practices, and c) did not invest in building a diverse workforce. These organizational
gaps created a culture and work environment that impeded the hiring managers from increasing
the number of Millennial and Gen Z new hires, and at the same time potentially discouraged
qualified Millennials and Gen Zs from seeking employment with AD1 Inc. and the A&D
industry. Millennials and Gen Zs had a strong desire to find an employer and role where they
could be authentic and share their perspectives without persecution. Millennials and Gen Zs
disrupt the norm and provide new and fresh perspectives, which the hiring manager participants
described as valuable to the workplace.
Closing the diversity gap, including age (generational), race, and gender is key to
193
improve or resolve the A&D industry’s workforce scarcity problem. Based on the organization
gaps identified from the study, a number of recommendations for practice were identified that
focus on closing the organizational culture gaps and transforming the culture to enable building a
diverse workforce. The recommendations included appointing a Chief People Officer;
establishing a Workforce for the Future Initiative; and incorporating social responsibility
initiatives focused on K-12 and HBCUs into Leaders’ Career Development Plans.
As previously presented, research showed that preparing for and developing a 21st
century workforce within the A&D industry is not a new problem and has been a concern since
as early as the 1990s, and the diversity gap, including age, gender, and race continues to be the
center of the issue (Birch, 2013; Campbell, 2011; Cardador et al., 2020; Cutcher-Gershenfeld et
al., 2003; Evans, 2017; Gandhi, 2020; Hedden, 2017; Landivar, 2013; Melcher, 2017; Rappaport
et al., 2003; Smith, 2020; Tuggle, 2005). This correlates to literature that found workforce
diversity to be at the top of the list of needs and wants for Millennials and Gen Zs as they seek
employment, indicating that Millennials and Gen Zs may be deterred to join organizations that
lack diversity (Deloitte Global, 2021; Hudson, 2021; Jacoby, 2021).
The workforce scarcity problem was important to solve for several reasons. First, the
A&D industry has the largest highly skilled and well-paid workforces in the United States, with
average wages and benefits that are 46% higher than the national average (“The Strength to Lift
America: The State of the U.S. Aerospace & Defense Industry,” 2016; Soshkin, 2016). Secondly,
according to the Aerospace Industries Association (2020), in 2019 the A&D industry generated
$909 billion in revenue and upheld 2.2 million jobs, contributing tax revenue of $63.6 billion for
federal, state, and local programs (“2020 Facts and Figures U.S. Aerospace and Defense,” 2020).
Thirdly, A&D industry executives have widely acknowledged that the nearly 900,000 people
194
who directly contribute to design, build, and support of products are at risk of leaving because of
retirement or separation without the appropriate successors in place (“Facts and Figures U.S.
Aerospace and Defense,” 2017; Marren et al., 2018). Newstex Trade and Industry (2015) has
estimated that by 2025, about two million jobs will be unfulfilled due to an apparent skill gap
between human capital and the A&D industry’s workforce qualification needs.
Furthermore, U.S. exports from the A&D industry have been the most prevalent among
all industries for the past decade, further contributing to economic growth (“2020 Facts and
Figures U.S. Aerospace and Defense,” 2020; Wingerter & Ahn, 2020). The A&D industry is not
only critical for the United States and global economy, it is vital to maintain national defense and
security, and protect the American warfighter (“2020 Facts and Figures U.S. Aerospace and
Defense,” 2020; Marren et al., 2018). Lastly, but most importantly, if the talent pipeline is not
increased to meet the demand, jobs may have to be outsourced to other countries, and the United
States could lose revenue and global superiority. Therefore, given the importance to the U.S.
economy, national defense and security, and more, if not resolved, there would be substantial
long-term implications (“2020 Facts and Figures U.S. Aerospace and Defense,” 2020;
McGunagle & Zizka, 2020; Soshkin, 2016; “The Strength to Lift America: The State of the U.S.
Aerospace & Defense Industry,” 2016; Wingerter & Ahn, 2020).
195
References
Accenture. (2010, June 21). Progress in North American aerospace & defense industry
threatened by leadership-development, talent, organizational and cultural problems,
Accenture research finds [Press release]. https://newsroom.accenture.com/industries/
communications/progress-in-north-american-aerospace-defense-industry-threatened-byleadership-development-talent-organizational-and-cultural-problems-accenture-researchfinds.htm
Aerospace Industries Association. (2016, December 6). The strength to lift America: the state of
the U.S. aerospace & defense industry. https://www.aia-aerospace.org/report/thestrength-to-lift-america-the-state-of-the-u-s-aerospace-defense-industry-2016/
Aerospace Industries Association. (2017, June 15). 2017 facts and figures U.S. aerospace and
defense. https://www.aia-aerospace.org/report/2017-facts-figures/
Aerospace Industries Association. (2020, September 15). 2020 facts and figures U.S. aerospace
and defense. https://www.aia-aerospace.org/report/2020-facts-figures/
Aerospace Industries Association. (2021). Industry profile. Retrieved November 19, 2021, from
https://www.aia-aerospace.org/research-center/industry-profile/
Air Force Futures. (n.d.). About us. U.S. Air Force. https://www.futures.af.mil/About-Us/
Air Force Futures. (n.d.). Who we are. U.S. Air Force. https://www.futures.af.mil/AboutUs/Who-We-Are/
Air Force Futures. (n.d.). Leadership. U.S. Air Force. https://www.futures.af.mil/AboutUs/Leadership/
Alexander, P. A., Schallert, D. L., & Reynolds, R. E. (2009). What is learning anyway? A
topographical perspective considered. Educational Psychologist, 44(3), 176-192.
196
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works: Seven research-based principles for smart teaching. John Wiley & Sons.
American Institute of Aeronautics and Astronautics (2017). Aerospace & defense workforce
enhancement. Aerospace America, 53(2), B8–B8.
American Institute of Aeronautics and Astronautics (2020). AIAA calls upon U.S. policymakers
to protect mission-critical aerospace and defense workforce and supply chain. Aerospace
America, 58(5), 52–.
Anderson, G. D. (2021). A case study of employee engagement in the aerospace manufacturing
industry (Publication No. 28542275) [Doctoral dissertation, Northcentral University].
ProQuest Dissertations & Theses Global.
Appelrouth, S., & Edles, L. D. (2016). Sociological theory in the contemporary era: Text and
readings. (2nd ed.). SAGE.
Arik, M., & Geho, P. (2017). Resource-based theory and STEM workforce dynamics: Strategic
implications for businesses and regions. Global Journal of Business Disciplines Volume,
1(1).
Auld, G., Bernstein, S., & Cashore, B. (2008). The new corporate social responsibility. Annual
Review of Environment and Resources, 33, 413-435.
Bandura, A. (2000). Exercise of human agency through collective efficacy. Current Directions in
Psychological Science, 9(3), 75-78.
Bandura, A. (2012). On the functional properties of perceived self-efficacy revisited. Journal of
Management, 38(1), 9-44.
Bénabou, R., & Tirole, J. (2010). Individual and corporate social responsibility. Economica,
77(305), 1-19.
197
Bidwell, A. (2014, September 9). The lack of women in STEM is a national security issue. U.S.
News & World Report. https://www.usnews.com/news/stemsolutions/articles/2014/09/09/attracting-more-women-to-stem-fields-is-a-matter-ofnational-security
Birch, E. S. (2013). The underrepresentation of women executives in the United States defense
industry: A phenomenological study (Publication No. 3572921) [Doctoral dissertation,
University of Phoenix]. ProQuest Dissertations and Theses Global.
Blank, J. R. (2018). An exploration of defense industry business strategies to address recent
department of defense acquisition initiatives (Publication No. 10929895) [Doctoral
dissertation, Colorado Technical University]. ProQuest Dissertations and Theses Global.
Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership.
John Wiley & Sons.
Bottger, P., & Vanderbroeck, P. (2008). 12 The Chief Human Resources Officer–Delivering
people who can deliver. Leading in the top team. Chapter 12 [223-246]
Brown, M. C., & Ricard, R. B. (2007). The honorable past and uncertain future of the nation’s
HBCUs. Thought & Action: the NEA Higher Education Journal, Fall 2007, 117-130.
Burke, L. M., & McNeill, J. B. (2011). Educate to innovate: How the Obama plan for STEM
education falls short. Backgrounder, 2504, 1-8.
Byko, M. (2007). Rising above the gathering storm: Answering a call to action. Jom, 59(5), 26-
27.
Campbell, C. L. (2011). Effective recruitment and retention of women in the aerospace industry
(Publication No. 3482825) [Doctoral dissertation, Capella University]. ProQuest
Dissertations & Theses Global. (911024153). Retrieved from
198
http://libproxy.usc.edu/login?url=https://searchproquest.com.libproxy2.usc.edu/docview/911024153?accountid=14749
Cardador, M. T., Damian, R. I., & Wiegand, J. P. (2021). Does more mean less?: Interest surplus
and the gender gap in STEM careers. Journal of Career Assessment, 29(1), 76-97.
Catalyst. (2021, January 20). Women in government: Quick take.
https://www.catalyst.org/research/women-in-government/
Catalyst. (2022, March 25). Women CEOs of the S&P 500.
https://www.catalyst.org/research/women-ceos-of-the-sp-500/
Cheeseman, J., & Martinez, A. (2021, June 2). Does majoring in STEM lead to a STEM job after
graduation? U.S. Census Bureau. https://www.census.gov/library/stories/2021/06/doesmajoring-in-stem-lead-to-stem-job-after-graduation.html
Chhabra, N. L., & Sharma, S. (2014). Employer branding: strategy for improving employer
attractiveness. International Journal of Organizational Analysis, 22(1), 48-60.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches. Sage.
Cutcher-Gershenfeld, J. (2004). Instability in the aerospace industry. Perspectives on Work, 7(2),
7-9. http://www.jstor.org.libproxy2.usc.edu/stable/23272012
Cutcher-Gershenfeld, J., Kochan, T., Barrett, B., Rebentisch, E., & Scott, R. (2003). Developing
a 21st Century Aerospace Workforce [White paper]. MIT Labor Aerospace Research
Agenda and Lean Aerospace Initiative. http://hdl.handle.net/1721.1/1858
Dehoff, K., Dowdy, J., & Niehaus, J. (2013). Managing a downturn: How the US defense
industry can learn from its past. McKinsey & Company.
199
https://www.mckinsey.com/industries/aerospace-and-defense/our-insights/managing-adownturn.
Deloitte Global Talent. (2021, June). White paper on millennials and generation Z: Making
mental health at work a priority. Deloitte.
https://www2.deloitte.com/global/en/pages/about-deloitte/articles/millennials-gen-z-andmental-health.html
Deloitte Global. (2021). A call for accountability and action: The Deloitte global 2021
millennial and gen Z survey. Deloitte. https://www2.deloitte.com/global/en/pages/aboutdeloitte/articles/millennialsurvey.html
Deloitte. (2021). The Deloitte global millennial survey: A decade in review. Deloitte.
https://www2.deloitte.com/content/dam/Deloitte/global/Documents/2021-deloitte-globalmillennial-survey-decade-review.pdf
Dixit, R. (2016). Barriers to career advancement: Asian Americans in the U.S. aerospace
industry (Publication No. 10128143) [Doctoral dissertation, Pepperdine University].
ProQuest Dissertations and Theses Global.
Dmytriv, V. (2018). Process of knowledge preservation and transfer leadership practices.
Journal of Leadership and Management, 1(11), 50-66.
Dominik, M. T. (2013). Servant leadership behaviors of aerospace and defense project
managers and their relation to project success (Publication No. 10103671) [Doctoral
dissertation, Eastern University]. ProQuest Dissertations and Theses Global.
Eady, L. (2014). Job embeddedness and intention of voluntary turnover in the aerospace and
defense industry: A quantitative study (Publication No. 3643057) [Doctoral dissertation,
Capella University]. ProQuest Dissertations and Theses Global.
200
Elliot, A. J., Dweck, C. S., & Yeager, D. S. (Eds.). (2017). Handbook of competence and
motivation: Theory and application (2nd ed.). Guilford Publications.
Evans, S. (2017). Industry spotlight: Aerospace & defense. Marriott Student Review, 1(3).
Fahey, K. (2015). Integrating innovation: Keeping the leading edge [Special issue]. Defense
AT&L, July-August 2015.
Gandhi, S. (2020). An examination of gender bias within the aerospace and defense industry
(Publication No. 28095557) [Doctoral dissertation, Pepperdine University). ProQuest
Dissertations and Theses Global.
Gibbs, G. (2007). Analyzing qualitative data: The SAGE qualitative research kit (U. Flick, Ed.).
SAGE.
Girls Who Code. (n.d.). About us. Girls Who Code. https://girlswhocode.com/about-us
Goldstein, H. W., Pulakos, E. D., Passmore, J., & Semedo, C. (2017). The Wiley Blackwell
handbook of the psychology of recruitment, selection and employee retention. John Wiley
& Sons Ltd.
Gonzalez, H. B., & Kuenzi, J. J. (2012). Science, technology, engineering, and mathematics
(STEM) education: A primer. Congressional Research Service, Library of Congress.
Halkos, G., & Nomikos, S. (2021). Corporate social responsibility: Trends in global reporting
initiative standards. Economic Analysis and Policy, 69, 106-117.
Handelsman, J., & Smith, M. (2016, February 11). STEM for all. The White House President
Barack Obama. https://obamawhitehouse.archives.gov/blog/2016/02/11/stem-all
Hartman-Stein, P. E., & Potkanowicz, E. S. (2003). Behavioral determinants of healthy aging:
good news for the baby boomer generation. Online Journal of Issues in Nursing, 8(2).
201
Hedden, C. R. (2017). 2017 aviation week workforce report: A&D leaders work to manage
multiple generations; survey responses call for rebranding of industry. Aerospace
Industries Association. https://www.aia-aerospace.org/report/2017-aviation-weekworkforce-report/
Hentschke, G. C., & Wohlstetter, P. (2004). Cracking the code of accountability. University of
Southern California Urban Education, 17-19.
Hudson, M. (2021). The interrelationship between the millennial generation’s aerospace work
engagement and their employer retention (Publication No. 28647966) [Doctoral
dissertation, Pepperdine University]. ProQuest Dissertations and Theses Global.
Industry profile (2020). Arlington, VA: Aerospace Industries Association. https://www.aiaaerospace.org/research-center/industry-profile/
Jacoby, M. A. (2021). Millennial and generation Z attitudes, values, and beliefs about the
military and their effect on job attraction and attrition in the military defense industry
(Publication No. 28717223) [Doctoral dissertation, Keiser University]. ProQuest
Dissertations and Theses Global.
Johnson-Oliver, P. (2014). An analysis of the effect of STEM initiatives on socially responsible
diversity management in the US aerospace and defense industry (Publication No.
3670199) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses
Global.
Johnson, G. (2013). Bridging the skills gap to hire qualified workers. Quality, 52(13), 26-29.
Kassotaki, O. (2019). Explaining ambidextrous leadership in the aerospace and defense
organizations. European Management Journal, 37(5), 552-563.
202
Kezar, A., & Eckel, P. D. (2002). The effect of institutional culture on change strategies in
higher education: Universal principles or culturally responsive concepts? The Journal of
Higher Education, 73(4), 435-460.
Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theory Into Practice,
41(4), 212-218.
Kuenzi, J. (2008). Science, technology, engineering, and mathematics (STEM) education:
Background, federal policy, and legislative action. Congressional Research Service.
http://digitalcommons.unl.edu/crsdocs/35
Landivar, L. C. (2013). Disparities in STEM employment by sex, race, and Hispanic origin. U.S.
Census Bureau. https://www.census.gov/library/publications/2013/acs/acs-24.html
Lewis, L. K. (2011). Organizational change: Creating change through strategic communication.
John Wiley & Sons.
Lipton, M. (1996). Demystifying the development of an organizational vision. Sloan
Management Review, 37(4), 83-92.
Lucariello, J., Graham, S., Nastasi, B., Dwyer, C., Skiba, R., Plucker, J., Pitoniak, M., Brabeck,
M., DeMarie, D., & Pritzker, S. (2015). Top 20 principles from psychology for preK-12
teaching and learning. American Psychological Association, Coalition for Psychology in
Schools and Education.
Marren, D. E., Dunn, S. C., & Piscopo, P. (2018, June 24). Aerospace human resources for the
21st century: Workforce challenges facing research and development. In 2018
Aerodynamic Measurement Technology and Ground Testing Conference (p. 3413).
Markert, J. (2004). Demographics of age: generational and cohort confusion. Journal of current
issues & Research in Advertising, 26(2), 11-25.
203
Maxwell, G., Scott, B., Macfarlane, D., & Williamson, E. (2009). Employers as stakeholders in
postgraduate employability skills development. International Journal of Management
Education, 8(2), 13-22.
Maxwell, J. A. (2013). Qualitative research design: An iterative approach. Sage.
McDonald, R. (2007). An investigation of innovation in non-profit organizations: The role of
organizational mission. Nonprofit and Voluntary Sector Quarterly, 36(2), 256-281.
McGunagle, D., & Zizka, L. (2018). Meeting real world demands of the global economy: An
employer's perspective. Journal of Aviation/Aerospace Education & Research, 27(2), 59-
76.
McGunagle, D., & Zizka, L. (2020). Employability skills for 21st-century STEM students: the
employers' perspective. Higher Education, Skills and Work-Based Learning.
Meister, J. C., & Willyerd, K. (2010). The 2020 workplace: How innovative companies attract,
develop, and keep tomorrow’s employees today. HarperCollins Publishers Inc.
Melcher, D. (2017). A noble workforce that matters. Tech Directions, 76(6), 28. Retrieved from
http://search.proquest.com/docview/1867910967/
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th ed.). John Wiley & Sons.
Mitchell, A. (2019). Corporate image branding strategies to attract engineering talent
(Publication No. 27541276) [Doctoral dissertation, Walden University]. ProQuest
Dissertations and Theses Global.
NAF. (2023). About us. NAF. https://naf.org/about
Negi, G. (2013). Employee attrition: inevitable yet manageable. International Monthly Refereed
Journal of Research In Management & Technology, 2(1).
204
Newberry, D. C. (2017). Exploring the characteristics and best practices of successful project
teams within the defense industry (Publication No. 10255452) [Doctoral dissertation,
Capella University]. ProQuest Dissertations and Theses Global.
Newstex Trade and Industry. (2015, September 18). Association, Organization and Government
News: The National Aviation, Aerospace and Defense Workforce Summit Addresses
Workforce Challenges. Newstex.
Office of the Under Secretary of Defense for Research and Engineering. (n.d.). DoD STEM.
https://dodstem.us/
Olson, J., Butow, S., Felt, E., Cooley, T., Mozer, J. (2021). State of the space industrial base
2021 (P. Garretson, Ed.). United States Space Force, Defense Innovation Unit and Air
Force Research Laboratory. https://www.diu.mil/latest/state-of-the-space-industrial-base2021.
Orzel, C. (2015, March 31). Sciences is essentially human; or why better STEM isn’t a threat.
Forbes. https://www.forbes.com/sites/chadorzel/2015/03/31/science-is-essentiallyhuman-or-why-better-stem-education-isnt-a-threat-to-humanity/?sh=447b3f436e5f
Pallapa, G. (2021). Lead with empathy: Understanding the needs of today's workforce. John
Wiley & Sons.
Patel, P. (2015). Where the jobs are: 2015 [Resources]. IEEE Spectrum, 52(7), 21-22.
https://doi.org/10.1109/MSPEC.2015.7131684
Pellegrini, A. (2015). Defense innovation requires focus on STEM education. National Defense,
99(738), 20-22.
205
Pilla, S. (2011). A framework for transition management of the knowledge workforce in the US
aerospace and defense industry (Publication No. 3509221) [Doctoral dissertation,
University of Maryland University College]. ProQuest Dissertations and Theses Global.
Pintrich, P.R. (1999). The role of motivation in promoting and sustaining self-regulated learning.
International Journal of Educational Research, 31, 459-470.
Rappaport, A., Bancroft, E., & Okum, L. (2003). The aging workforce raises new talent
management issues for employers. Journal of Organizational Excellence, 23(1), 55-66.
Rawlinson, I. R. (2019). Strategies to recruit skilled workers in manufacturing (Publication No.
13807444) [Doctoral dissertation, Walden University]. ProQuest Dissertations and
Theses Global.
Reisenwitz, T. H., & Iyer, R. (2009). Differences in generation X and generation Y: implications
for the organization and marketers. Marketing management journal, 19(2).
Saffo, P. (2021). The new airminded: Civil avaition's post-pandemic transformation. Atlantic
Council Scowcroft Center for Strategy and Security. https://www.atlanticcouncil.org/indepth-research-reports/report/the-new-airminded/
Sansone, C., & Schreiber-Abshire, W. (2011). A rare and valued asset: Developing leaders for
research, scientific, technology and engineering organizations. Organization
Development Journal, 29(2), 47-57. https://www.proquest.com/scholarly-journals/rarevalued-asset-developing-leaders-research/docview/899227428/se-2?accountid=12084
Schein, E. H. (2017). Organizational culture and leadership (5th ed.). John Wiley & Sons.
Smith, C. (2021). The inequity experience: Understanding strategies senior leaders and
educators can implement for reduced gender discrimination in predominantly male
206
domains (Publication No. 28721851) [Doctoral dissertation, Colorado Technical
University]. ProQuest Dissertations and Theses Global.
Soshkin, M. (2016). The US Aerospace industry: A manufacturing powerhouse. Business
Economics, 51(3), 166-180.
Standard & Poor’s Rating Services McGraw Hill Financial. (2015, March 25). Key Credit
Factors For The Aerospace And Defense Industry. Retrieved from Google Scholar
database.
Stevens, F. G., Plaut, V. C., & Sanchez-Burks, J. (2008). Unlocking the benefits of diversity:
All-inclusive multiculturalism and positive organizational change. The Journal of Applied
Behavioral Science, 44(1), 116-133.
Thornhill, A., Saunders, M., & Lewis, P. (2019). Research methods for business students.
Prentice Hall.
Torpey, E. (2017). Women in management. U.S. Bureau of Labor Statistics.
https://www.bls.gov/careeroutlook/2017/data-on-display/women-managers.htm.
Tuggle, R. (2005). Early integration of education and workforce development. American
Institute of Aeronautics and Astronautics. Advanced online publication.
https://doi.org/10.2514/6.2005-6770 (p. 6770).
United States Census Bureau. (2021). Does majoring in STEM lead to a STEM job after
graduation? https://www.census.gov/library/stories/2021/06/does-majoring-in-stem-leadto-stem-job-after-graduation.html.
U.S. Department of Defense. (n.d.). About. U.S. Department of Defense.
https://www.defense.gov/About/
207
U.S. Department of Defense. (n.d.). National Defense Strategy. U.S. Department of Defense.
https://www.defense.gov/National-Defense-Strategy/
U.S. Department of Defense Director of Administration & Management. (2021). FY 2020 annual
performance report. U.S. Department of Defense.
https://dam.defense.gov/Portals/47/Documents/Publications/Annual%20Performance%20
Plan/FY%202020%20DoD%20Annual%20Performance%20Report.pdf
U.S. Department of Defense Director of Administration & Management. (2020). FY 2021 annual
performance plan/FY 2019 annual performance report. U.S. Department of Defense.
https://dam.defense.gov/Portals/47/Documents/Publications/Annual%20Performance%20
Plan/FY%202021%20Annual%20Perf%20Plan%20&%20FY%202019%20Annual%20P
erf%20Report.pdf
Westphal, D. (2015). Crisis of human capital in aerospace: It’s all about the STEM. Career
planning and adult development journal: a quarterly publication of the Career Planning
and Adult Development Network, 31(2).
Wingerter, J. J, & Ahn, B. (2020). A Snapshot of the socialization process: Socialization tactics,
behaviors, and outcomes in the U.S. aerospace and defense industry. IJEE International
Journal of Engineering Education, 36(3).
Wingerter, J. J. (2019). An empirical overview of newcomer engineer socialization in the US
aerospace and defense industry. (Publication No. 27665113) [Master’s thesis, Iowa State
University]. ProQuest Dissertations and Theses Global.
Women’s Bureau. (n.d.). Facts Over Time. U.S. Department of Labor.
https://www.dol.gov/agencies/wb/data/facts-over-time#WomenLF
208
Women’s Bureau. (n.d.). History. U.S. Department of Labor. (n.d.).
https://www.dol.gov/agencies/wb/about/history.
Woods, E.H. (2015). A phenomenological study of female gender inequality in the defense
industry. (Publication No. 3685576) [Doctoral dissertation, Walden University].
ProQuest Dissertations and Theses Global.
Wright, P. M., McKinnon, P., Antoine, R. L., Sartain, E., Boudreau, J. W., & Pace, D. A. (2011).
The chief HR officer. Defining the new role of human resource leaders (eds. PM Wright,
JW Boudreau, DA Pace, E. Sartain, P. McKinnon, and RL Antoine). John Wiley & Sons.
Xiang, X., Ingram, J. M. A., & Cangemi, J. E. (2017). Barriers contributing to
underrepresentation of women in high-level decision-making roles across selected
countries. Organization Development Journal, 35(3), 91-106.
Xue, Y. (2014). Science, technology, engineering, and mathematics workforce crisis or science,
technology, engineering, and mathematics workforce surplus [Master’s thesis,
Massachusetts Institute of Technology]. MIT Archive.
https://dspace.mit.edu/handle/1721.1/90065
Xue, Y., & Larson, R. C. (2015). STEM crisis or STEM surplus? Yes and yes. Monthly Labor
Review, May 2015. https://doi.org/10.21916/mlr.2015.14
Yaeger, T. F., & Sorensen, P. F. (2016). Enhancing employee engagement efforts. OD
Practitioner, 48(2), 48-51.
Zakaria, F. (2015, March 26). Why America’s obsession with STEM education is dangerous. The
Washington Post. https://www.washingtonpost.com/opinions/why-stem-wont-make-ussuccessful/2015/03/26/5f4604f2-d2a5-11e4-ab77-9646eea6a4c7_story.html
209
Zimovan, E. (2014). Beyond roles models for attracting women. Aviation Week & Space
Technology.
210
Appendix A: Interview Protocol
The objective of the qualitative research interview is to obtain specific information about
the hiring managers’ experience, views, thoughts, and beliefs. All data/specimens were labeled
with a code (using a pseudonym) that only the researcher can link to personal identifying
information. The interview consisted of the following steps.
1) Introduction and purpose: I reintroduced myself as a researcher and doctoral
candidate of University of Southern California conducting qualitative research on
workforce scarcity within the A&D industry, relative to the failure to attract and hire
Millennials and Gen Zs. Ultimately, my research could be used to help drive
improvements within AD1 Inc. and set a benchmark for the A&D industry.
2) Consent: I reminded the participant that I advocated fully informed consent and that
their participation is voluntary, confidential, and if at any time during the process they
no longer feel comfortable participating, there is no obligation to continue.
3) Conduct interview: Table C1 was used for each interview, and I periodically paused
throughout the interview to gauge the participant’s continued consent.
4) Close research interview: I offered the participant to provide any last comments or
remarks, noting that feedback did not need to be based on one of the research
questions. I thanked the participant for their participation, and being open and candid.
I also reminded the participant that all information will remain confidential and no
personal identifying information will be disclosed or used. Any and all notes and/or
recordings will be destroyed after analysis is complete. Lastly, I offered the
participant to reach out if there are any questions/concerns about their participation.
211
Table A1
Interview Protocol Crosswalk
Protocol question Potential probes
(as applicable)
Research
question KMO influence
1. What demographic
generations are you aware of
that are currently in the AD1
Inc.?
What demographic generation
are you from?
What do you value in terms of
what you look for in an
employer? [background for
later question]
RQ1 Knowledge
(Declarative),
Motivation (S-E)
2. Describe any workforce
challenges that you face/faced
at AD1 Inc. with respect to
attracting and hiring new
employees.
How about with respect to
specifically attracting and
hiring Millennials and Gen
Zs?
RQ1,
RQ2
Knowledge
(Declarative),
Organizational
3. How would you describe the
values that Millennials and
Gen Zs look for in an
employer?
How would you describe the
difference in values from
your demographic generation
and Millennials and Gen Zs
when seeking employment?
RQ1 Knowledge
(Declarative)
4. What do you think causes
Millennials and Gen Zs not
to choose a career with AD1
Inc. or the A&D industry?
RQ1 Knowledge
(Knowledge/fact
ual)
5. Describe how you have taken
steps to specifically attract
Millennials and Gen Zs, if at
all.
How, if at all, do you
differentiate your practices
when seeking to hire
employees from different
generations?
RQ1 Knowledge
(procedural)
Can you tell me about a time,
if ever, when a strategy you
tried to attract more
Millennial or Gen Z
employees did not work for
you.
How, if at all, did you
modify your approach based
on this experience?
What other strategies you
have adapted or adopted
based on other experiences?
RQ1 Knowledge
(Metacognitive)
6. What do you see as the value
of increasing the percentage
of Millennial and Gen Z new
hires, if any?
Why do you think this is? RQ1 Motivation
(Task value)
7. Describe how confident you
are about your ability to
increase the percentage of
of Millennial and Gen Z
new hires.
RQ1 Motivation (S-E)
212
Protocol question Potential probes
(as applicable)
Research
question KMO influence
8. To what extent, if at all, do
you think you have been
successful in the past
implementing recruitment
and hiring strategies that
helped attract Millennials
and Gen Z employees to
AD1 Inc.?
Why do you think you
have/have not experienced
success?
RQ1 Motivation
(Attribution)
9. Describe how AD1 Inc. has
or has not adjusted to the
needs or wants of Millennials
and Gen Zs.
RQ2 Organizational
10. To what extent, if at all,
are/were you involved in
recruitment and hiring
strategies for Millennials and
Gen Zs?
RQ2 Organizational
(Setting 1)
11. Describe how AD1 Inc.
enables or does not enables
attracting and hiring a
diverse pool of candidates,
including those from
younger generations.
RQ2 Organizational
(M/S2)
To what extent, if at all, does
AD1 Inc. invest resources in
creating forums or other
opportunities for recruiters,
managers, and potential new
generation candidates to
interact?
To what extent, if at all, do
you see these opportunities
as creating spaces where
individuals from a breadth of
backgrounds are included?
Can you tell me more about
how these events are
designed to deliberately
incorporate a value for
diversity, equity, and
inclusion at AD1?
RQ2 Organizational
(SE2)
13. How, if at all, could AD1
Inc. help you as a hiring
manager to increase
attracting and hiring
Millennials and Gen Zs?
RQ2 Organizational
(All)
Abstract (if available)
Abstract
The U.S. Aerospace & Defense (A&D) industry has been undergoing a significant transformation to meet 21st century demands since the early 2000s. This transformation includes numerous changes, from limited U.S. government funding and changing market demands to advancing technology and operating in an environment with the threat of near peer adversaries. However, the industry’s most precious asset—its highly specialized workforce—remains scarce and therefore a real threat to the United States and global economy, national defense and security, technological advantage, global superiority, and American warfighter. Though some progress has been made to close the diversity gap, there is still disparate representation including age (generational), gender, and race. A qualitative study, which included interviews, was conducted using Clark and Estes’ (2008) performance gap analysis framework, to better understand the knowledge, motivation, and organizational influences that have contributed to the generational gap, and therefore, potentially discouraging qualified Millennials and Gen Zs from seeking employment in the A&D industry. Overall, the study found that while hiring manager participants have knowledge of what is important to Millennials and Gen Zs when looking for a place of employment, and are motivated to increase the percentage of Millennial and Gen Z new hires, they lack the organizational support necessary to attract and hire these new generations to A&D. Based on these overall findings, a number of recommendations were derived to address the diversity gap, including age or the generational gap. These recommendations can be used by the organization of study and the A&D industry as a point of reference to better understand how to approach building a more inclusive workforce.
Linked assets
University of Southern California Dissertations and Theses
Conceptually similar
PDF
Millennial workforce retention program: an explanatory study
PDF
Racial and gender gaps in executive management: a retrospective examination of the problem cause and strategies to address disparities
PDF
Navigating race, gender, and responsibility: a gap analysis of the underrepresentation of Black women in foreign service leadership positions
PDF
The underrepresentation of Black women general officers in a U.S. military reserve component
PDF
Underrepresentation of women in the U.S. banking industry’s top executive roles: why doesn’t the CEO look like me?
PDF
The effects of organizational culture on millennial engagement and turnover in start-ups: an innovation study
PDF
The role of higher education in bridging workforce skills gaps: an evaluation study
PDF
Identifying diversity solutions for the cybersecurity workforce shortage: a phenomenological qualitative study
PDF
Cultivating workplace belonging through managerial impact
PDF
Negotiation strategies for women impacting the expanding gender earnings gap at midlife
PDF
U.S. Navy SEALs resilience needs assessment: an innovation study
PDF
Knowledge, motivation and organizational influences impacting recruiting practices addressing the gender gap in the technology industry: an evaluation study
PDF
Applying best practices to optimize racial and ethnic diversity on nonprofit boards: an improvement study
PDF
The underrepresentation of Latinx in entrepreneurship and the identification of social, societal, and institutional barriers to close the gap
PDF
Contribution of second shift responsibilities in underrepresentation of Senior Executive women in the Department of Defense; an intersectional view
PDF
Understanding the gaps for neurotypical managers to support college-educated autistic employees across industries
PDF
Underemployment among U.S. military veterans in the private sector after transitioning from the military
PDF
Advancing equity and inclusion in higher education: the role of the chief diversity officer and the institution in creating more diverse campus climates
PDF
Lived experiences of Indian women facing cultural barriers in the U.S. technology industry
Asset Metadata
Creator
Stefanovic, Jennifer A.
(author)
Core Title
The failure to attract and hire Millennials and Gen Zs within the U.S. aerospace & defense industry creates workforce scarcity
School
Rossier School of Education
Degree
Doctor of Education
Degree Program
Organizational Change and Leadership (On Line)
Degree Conferral Date
2023-12
Publication Date
11/16/2023
Defense Date
11/07/2023
Publisher
Los Angeles, California
(original),
University of Southern California
(original),
University of Southern California. Libraries
(digital)
Tag
A&D,A&D culture,A&D workforce,A&D workforce scarcity,aerospace,aerospace and defense culture,aerospace and defense industry,aerospace and defense workforce,aerospace culture,aerospace workforce,Age,baby boomers,Defense,defense culture,defense workforce,Department of Defense,diversity,diversity gap,equity,future workforce,Gen Zs,gender,gender bias,Generation X,generational gap,HBCU,inclusion,Inequality,Military,Millennials,national defense,national security,OAI-PMH Harvest,organizational culture,organizational gap,Race,skills gap,social responsibility,space industry,Steam,STEM,workforce diversity,workforce scarcity
Format
theses
(aat)
Language
English
Contributor
Electronically uploaded by the author
(provenance)
Advisor
Foulk, Susanne (
committee member
), Phillips, Jennifer (
committee member
), Seli, Helena (
committee member
)
Creator Email
jamarino@usc.edu,jenniferstefanovic@icloud.com
Permanent Link (DOI)
https://doi.org/10.25549/usctheses-oUC113774578
Unique identifier
UC113774578
Identifier
etd-Stefanovic-12475.pdf (filename)
Legacy Identifier
etd-Stefanovic-12475
Document Type
Dissertation
Format
theses (aat)
Rights
Stefanovic, Jennifer A.
Internet Media Type
application/pdf
Type
texts
Source
20231120-usctheses-batch-1107
(batch),
University of Southern California
(contributing entity),
University of Southern California Dissertations and Theses
(collection)
Access Conditions
The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.
Repository Name
University of Southern California Digital Library
Repository Location
USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA
Repository Email
cisadmin@lib.usc.edu
Tags
A&D
A&D culture
A&D workforce
A&D workforce scarcity
aerospace and defense culture
aerospace and defense industry
aerospace and defense workforce
aerospace culture
aerospace workforce
baby boomers
defense culture
defense workforce
Department of Defense
diversity gap
equity
future workforce
Gen Zs
gender
gender bias
Generation X
generational gap
HBCU
inclusion
Millennials
national defense
national security
organizational culture
organizational gap
skills gap
social responsibility
STEM
workforce diversity
workforce scarcity