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Management of the multi-generational workforce in state government

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Management of the multi-generational workforce in state government

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Content Running head: MULTIGENERATIONAL WORKFORCE 1
Management of the Multigenerational Workforce in State Government
by
Georgia Steele
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
(Education (Leadership))
December 2019
Copyright 2019 Georgia Steele
MULTIGENERATIONAL WORKFORCE 2
Dedication
This work is dedicated to my son, Jayden and my Aunt, Verona Nicholson.
Jayden, you have had the biggest impact on my life as you have made me stronger, wiser
and more fulfilled than I could have ever imagined. Thank you for understanding the late pickups
and days with stacks of scholarly articles and textbooks placed all over our dining room. I love
you to the moon and back.
Rest in Peace, Aunt Verona. I made you a promise that I would finish this dissertation
and here we are. You sacrificed so much for those around you and this is my way of showing my
appreciation for everything you have done and everything that you are to those you loved.
During the most difficult time in your life, you showed such faith and strength by finding a way
to be a cheerleader and amazing support system throughout this doctoral process.

#FindACureToCancer

MULTIGENERATIONAL WORKFORCE 3
Acknowledgments
First and foremost, I am grateful that God blessed me with life and allowed me to see the
finalization of my doctoral coursework and the completion of this dissertation. The completion
of this doctoral study would not have been possible without the support of a number of people. I
am grateful to everyone who has helped me in my journey to achieve my dream of becoming Dr.
Georgia Steele which I now hope will help facilitate a greater impact in this world.
I wish to thank my committee members who were generous with their expertise and time.
My doctoral study committee comprised of Dr. Kimberly Hirabayashi (Chair), who spent many
hours reading, coaching, encouraging, and providing support throughout the entire process.
Dr. Kathy Hanson and Dr. Jenifer Phillips for providing feedback, especially during my final
defense. They generously gave their time and offered valuable comments toward improving my
work. In particular, Dr. Kathy Hanson who provided me with feedback and coaching to help in
developing a broader perspective on my Conceptual Framework, even after our class required
writing was complete.
I cannot begin to express my gratitude to my family for all of the love, support,
encouragement and prayers. To my Aunts, Uncles, and cousins, thank you for believing in me
and for all love and support. To my mother, thank you for being my biggest cheerleader. Your
unconditional love, prayers and sacrifice have opened doors for me that no one could possibly
comprehend. I hope that I have made you and our ancestors proud.
Finally, I would like to thank the entire leadership and management team within my
organization, who knowingly or unknowingly assisted me with this project. Several members of
the team were cheerleaders, served as participants and showed a willingness to provide feedback
that helped to get this document to its final stage.
MULTIGENERATIONAL WORKFORCE 4
Table of Contents

Introduction to Problem of Practice ................................................................................................ 8
Organizational Context and Mission .............................................................................................. 9
Importance of Addressing the Problem .......................................................................................... 9
Purpose of the Project and Questions ........................................................................................... 10
Organizational Performance Goal ................................................................................................ 11
Stakeholder Group of Focus and Stakeholder Goal ...................................................................... 11
Review of the Literature ............................................................................................................... 12
Working in a Multigenerational Workplace ............................................................................. 13
Multigenerational Workforce: Overview and Background of Generational Cohorts ............... 13
Traditionalist ............................................................................................................................. 14
Baby Boomers ........................................................................................................................... 15
Generation X ............................................................................................................................. 16
Millennials ................................................................................................................................ 17
Generation Z ............................................................................................................................. 18
Effective Management and Retention Practices ........................................................................... 18
Framework for Building a Management Strategy in a Multigenerational Workforce ................. 19
Management and Leadership Skills Needed in a Multigenerational Workplace ...................... 20
Retention of the Multigenerational Workforce in State Government ........................................... 21
Strategies to Retain Employees ................................................................................................ 22
Summary ....................................................................................................................................... 23
Knowledge Influences .................................................................................................................. 25
Motivation Influences ................................................................................................................... 26
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Organizational Influences ............................................................................................................. 27
Interactive Conceptual Framework ............................................................................................... 31
Data Collection ............................................................................................................................. 32
Interviews .................................................................................................................................. 32
Documents and Artifacts........................................................................................................... 33
Data Analysis ................................................................................................................................ 34
Findings ........................................................................................................................................ 35
Research Design ........................................................................................................................ 36
Participant Demographic Data .................................................................................................. 36
Findings..................................................................................................................................... 38
Summary of Findings ................................................................................................................ 63
Solutions and Recommendations .................................................................................................. 64
Knowledge ................................................................................................................................ 65
Motivation ................................................................................................................................. 67
Organizational ........................................................................................................................... 69
Limitations and Delimitations................................................................................................... 70
Recommendation for Future Research ...................................................................................... 70
Conclusion ................................................................................................................................ 72
References ..................................................................................................................................... 73
Appendix A: Participating Stakeholders with Sampling Criteria ................................................. 80
for Survey and Interview .............................................................................................................. 80
Interview Sampling Criteria and Rationale ..................................................................................... 80
Appendix B: Interview Protocol ................................................................................................... 81
Appendix C: Interview Questions ................................................................................................. 82
Appendix D: Credibility and Trustworthiness .............................................................................. 84
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Appendix F: Ethics ....................................................................................................................... 86
Appendix F: Implementation and Evaluation Plan ....................................................................... 87

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List of Tables

Table 1. Knowledge, Motivation, and Organization Chart .......................................................... 30
Table 2. Participant Demographic Information ........................................................................... 37
Table 3. Recommendations and Influences ................................................................................... 64

MULTIGENERATIONAL WORKFORCE 8

Introduction to Problem of Practice
Workers from different generations are present in all levels of local, state, and federal
organizations. Baby Boomers, Generation X, Millennials and a few Traditionalist (Green,
Roberts, & Rudebock, 2017; Stanton, 2017) are all working together to provide services to the
public. Generation-specific differences appear in contrasting attitudes, behaviors, values and
communication preferences (Moss, 2014; King, Murillo, & Lee, 2017). Just as generations can
have specific work values, organizations can hold and communicate values that are important to
that organization (Katzenbach & Smith, 2015). According to Jehanzeb & Mohanty (2018),
whether there is an employee-organizational fit depends on the values of the employee and the
organization.
The cohorts include the traditional generation who were defined based on their traditional
family values, their loyalty to their organization as well as their managers and a preference to be
the lead in a hierarchal structure (Wiedmer, 2015). As Traditionals retired, millennials began
entering the workforce (joining the Baby Boomers and Generation X), and as the newest
generation group, they came in with very different expectations than any generation noted thus
far (Krahn and Galambos, 2014).
There is a need for organizations to adapt to the ever-changing and varying needs of the
staff that works within these entities. Kossek and Thompson, (2016) stress that organizations
must do two things; align with the varying needs of its employees and share their overall support
and expectations with staff. The problem that many public sector entities are challenged with
addressing is the need for responsive practices that address management and retention of the
multigenerational workforce in state government. The inability of governmental organizations to
MULTIGENERATIONAL WORKFORCE 9

adapt to these needs and expectations will affect employee productivity, engagement, and
citizenry as it relates to their retention and overall performance. (Shah, Irani, & Sharif, 2017).
Organizational Context and Mission
The agency that was a part of this study was responsible for the collection of taxes and
fees from individuals and businesses. This tax-collecting agency’s responsibilities also include
the regulation and enforcement of alcohol and tobacco statutes; managing the taxation of
interstate trucking; reviewing county property tax digests and the administration of the
unclaimed property program. The mission of the agency was to administer the tax laws of the
state fairly and efficiently in order to promote public confidence and compliance while providing
excellent customer service. The agency is committed to becoming the fairest and most efficient
tax administrator in the United States. Areas of focus include maintaining a highly motivated and
well-trained workforce, providing customer service that far exceeds taxpayer’s expectations as
well as measuring not only operational costs but also the costs that are imposed on taxpayers.
Importance of Addressing the Problem
Workforce shifts have resulted in a change in managing generational differences and
requires state government to continue to strive towards active engagement with their employees
(Cloutier et al., 2015). Understanding and supporting the values and beliefs that are shared either
as individuals or generational cohorts allow organizations to develop strategies to retain their
workforce. Appreciation of generational values will put state agencies in a position to be
responsive to generational values’ and needs. Government services are needed to support citizens
each day and a multi-generational workforce can focus on providing those services needed. Not
being able to attract, recruit and retain the needed workforce will impact an organization’s ability
to provide needed programs and services. This is a very much a present-day problem but
MULTIGENERATIONAL WORKFORCE 10

utilizing target management, recruiting, and retention strategies can indeed address and aide state
government agencies in retaining their best.
Purpose of the Project and Questions

The purpose of this project was to assess the attitudes and perceptions of managers within
a state government agency as they managed a multigenerational workforce and developed
management strategies that could be used to enhance operational efficiency. Data was collected
from managers who worked within a state agency located in the United States. The state entity
operated a large and diverse workforce with Traditionalists, Baby Boomers, Generation X,
Millennials and Generation Z sharing the same workspace. It was estimated that this agency will
see millennials become 40% of the entire workforce by 2022 (Myers, 2016).
As the generational cohorts and their placement in the workforce shift, managers will
need to make the appropriate adjustments to facilitate the perspectives and capabilities of their
team members. Since this is an ever-evolving challenge, it is essential to develop questions that
are framed around gathering information on current strategies and assess their effectiveness
based on the research. This research was guided by three research questions:
1. What are the stakeholder knowledge and motivation barriers related to implementing
strategies to manage a multigenerational workforce effectively?
2. What is the relationship between organizational culture and context, and stakeholder
knowledge and motivation as they relate to the multigenerational workforce?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources that will impact the ability of managers to foster
an inclusive multigenerational workplace environment?

MULTIGENERATIONAL WORKFORCE 11

Organizational Performance Goal

The agency that was a part of this study had a goal of increasing its net collections fiscal
year over fiscal year. For the fiscal year ending 2015, the agency’s collections totaled
$19,028,524,124 which was 6.4% above the year prior. This high-level performance goal was
established by the Office of the Governor as well as the Commissioner of the agency. It is
essential to evaluate the organization’s performance based on its overall mission and
performance goals. If the organization fails to collect taxes and fees from individuals and
businesses that will, in turn, impact the money transferred to state Treasury which will impact
the amount of money that can be used to fund the state services and overall operation.
The department that was a part of this research did not currently have a specific goal that
was related to management strategies in leading and retaining a multigenerational workforce.
However, an aspirational goal would be that this body of work would assist this department as
well as others to support and implement strategies to manage and retain a multigenerational
workforce effectively. This would allow departments to be positioned to best manage and retain
a high performing, quality workforce in state government.

Stakeholder Group of Focus and Stakeholder Goal
The agency that was a part of this study works with internal and external groups in order
to fulfill its organizational goals. Internal as well as external stakeholders play a central role in
the success of any organization. Stakeholders are considered to be individuals, groups, or
organizations who have an interest in the outcomes around its mission or organization activities
and are therefore affected by the services or the organization (Hannam & Yordi, 2011).
MULTIGENERATIONAL WORKFORCE 12

The stakeholder group of focus was the management team of the department and
comprised of approximately 65 individuals from supervisors to Deputy Commissioner who all
ultimately reported to the agency’s Commissioner. The stakeholder population of focus was the
leadership team from the supervisor level to the level of senior directors. This group was
responsible for the management and retention of the workforce within the department. As the
needs of the organization changed, they were tasked with shifting their approach to appropriately
fill positions with individuals best aligned for those roles. This stakeholder group was the only
internal group that had the most significant impact on the individuals that were selected and were
retained as members of the team. Determining and addressing the necessary retention strategies
in the multigeneration workforce must be addressed by the leadership team.
Review of the Literature
This literature review examined the need for responsive practices that addressed
management and retention of a multigenerational workforce in state government. The review
begins with general background research on the different generational cohorts in government,
their dynamics, and their impact on organizations. This review then provides an overview of the
literature on effective management practices and the necessary strategies to retain employees.
The review presents research on the management of the multigenerational workforce in state
government and the necessary practices that need to be incorporated. This section includes
current research on the framework necessary to build a management strategy that creates
effective interaction and communication. Following the general research literature, the review
turns to the Clark and Estes Gap Analytic Conceptual Framework and, specifically, knowledge,
motivation and organizational influences on the management and retention of the
multigenerational workforce in state government.
MULTIGENERATIONAL WORKFORCE 13

Working in a Multigenerational Workplace
The multigenerational workforce we see today includes the Traditionalists, the Baby
Boomers Generation X, and Generation Y, also known as The Millennials (Wiedmer, 2015;
Clark, 2017). Each of these generational cohorts comes with sets of values that help define that
group. The groups share some values, while others are vastly different. These values contribute
to ideals and workplace preferences that impact the way in which they work, communicate and
socialize with their generational cohort as well as with others. Their desired workplace
environment and culture impacts and affects their motivation to either join, stay, or maintain the
necessary motivation needed in a workplace setting. The need for addressing these dynamics has
only been a focus for human resource and management professionals for the last ten years
(Deresky, 2017).
The dynamics of the working relationship between generational cohorts is vital to
organizational success. There is a need for government to provide necessary services to citizens
as well as the need to maintain a skilled workforce to implement those services. Because the
skills, knowledge, and motivation of employees impact the organization’s bottom line, it is
essential to have the right strategies in place. Matthew, Sanchez, and Hoffman, (2016), noted that
strategies that help an organization structure itself in ways that support a multi-generational
workplace aide in capitalizing on each generation’s strengths as well as addressing their
respective challenges.
Multigenerational Workforce: Overview and Background of Generational Cohorts
State government entities have several generational cohorts in their workforces:
Traditionals, Baby Boomers, Generation Xers, and Millennials who carry with them
generational-specific backgrounds. Human resource and organizational behavioral studies in
MULTIGENERATIONAL WORKFORCE 14

understanding the core values of Traditionals, Baby Boomers and Generation X against those of
our newest generation (Gen. Y) are beginning to take shape (Wiedmer, 2015; Clark, 2017). Each
generation within the workplace has notable attributes and work values and these differences can
challenge cohesion within the workplace. Research shows that the implementation of
management and retention program practices are useful, yet an underutilized approach to
addressing the need to support different generational values (Wiedmer, 2015).
Depending on the specific organization, the workforce breakdown will look very
different. In the case of the state in which the state agency that is a part of this research falls
under; all five generations are represented.
Traditionalist
Members of the Traditional generational cohort were born 1945 and before and were
defined based on their traditional family values, their loyalty to their organization as well as their
managers and a preference to be the lead in a hierarchal structure (Stanton, 2017). Being the
oldest generational cohort in the United States, traditionalists are known as the silent generation
due to their upbringings and the expectation of the era of ‘being seen but not heard’ (Riedy,
2018). Traditionalists oftentimes bring a strong work ethic into their employment positions,
derived from their parents, who worked hard to make ends meet during the Great Depression.
Due to their strong work ethic and stable work experience, employers often consider
Traditionalists as valued employees (Bursch & Kelly, 2014). According to Bursch and Kelly
(2014), keywords used to describe Traditionalists are knowledge, loyalty, dedication, focus and
perseverance.
From a motivational standpoint, traditionalists tend to believe that one can earn their own
way through hard work, and hard work alone, bringing discipline, motivation, and toughness to
MULTIGENERATIONAL WORKFORCE 15

the workplace. Additionally, although traditionalists tend to be technologically challenged, they
do bring high levels of loyalty, thriftiness, and respect of authority to the workplace, making
them great team players (Price, 2018).
Baby Boomers
The baby boomer generation is considered the generation with the largest impact due to
its size and refers to individuals born between 1943 and 1965 (Zabel, Biermeier-Hanson, Baltes,
Early, & Shephard, 2017). Baby boomers are considered to be loyal employees (Utami, Triady,
& Suci, 2018) and were raised to respect authority (Reiser, Van Vreede, & Petty, 2019). As
agencies look at the expectations, assumptions and fundamental needs of these different
generational cohorts they can adapt and plan for those dynamics. Like Traditionalists, Baby
Boomers have a wealth of knowledge and experience that can be shared with the next generation
of leaders and workers. For example, Baby Boomers in government roles can use their
knowledge and expertise to help bring about accountable and responsive governance (Shah,
2014).
From a characteristic standpoint, baby boomers have a strong work ethic, as this generation
expect their self-worth to come directly from their hard work and personal achievements; being
independent and self-assured from being raised in turbulent times. However, it is also considered
for baby boomers to go against the flow and not being afraid to question authority in the
workplace (Fishman, 2016).
Baby boomers are also considered as being competitive, goal-centric, resourceful, and
team-oriented- all characteristics that were obtained from respecting a strong sense of
community and growing up in households that were highly disciplined and structured. Like their
traditionalist counterparts, Baby boomers can be technologically challenged; however, this
MULTIGENERATIONAL WORKFORCE 16

generation is not afraid to learn how to navigate technology and know that it can be a valuable
learning tool in the workplace (Canedo, Graen, Grace, & Johnson, 2017).
Generation X
The next generational cohort born “roughly between 1963 and 1983” (Urgo, 2017) is
noted as Xers or generation X. Generation X grew up in a time of financial uncertainty (Fishman,
2016) and often considered to be less loyal when compared to their parents (the baby boomers)
as they grew up in a time of company downsizing and higher divorce rates (Brabazon, 2017).
Being one of the smallest generations in size of all other counterparts, generation Xers do bring
positive characteristics to the workforce. Valuing work/life balance, Xers tend to be independent,
resourceful, and self-sufficient, and also flexible. However, due to the majority of Xers
witnessing downsizing and tough economic times, this generation tends not to be committed to a
single employer (Clark, 2017). Generation Xers are no strangers to turmoil and uncertainty
resulting from large-scale events. Often described as independent, rule changing, multitaskers,
easy to work with, and favoring relationships over career advancement, Generation Xers in the
public sector are typically skilled at handling stressful work situations and are equipped with
knowledge that can be used to encourage team building and work-life balance (Bursch and
Kelly, 2014).
Generation X individuals also are technologically adept, as they were the first generation
to shift from a manufacturing economy to that of a service economy; therefore, they are
comfortable with all forms of technology, while disliking being micro-managed and being
offered a hands-off management style approach (Schultz, 2017).
MULTIGENERATIONAL WORKFORCE 17

Millennials
The most notable addition to the workforce, Millennials, now representing over 83.1
million individuals, were born between 1982 and 2000 (US Census Bureau, 2015). In 2015 the
estimates from the US Census Bureau noted that the Millennial group exceeds the baby boomers
by over eight million and considered the most diverse generation to enter the workforce (Butler,
2018). As the newest official members of the workforce, they are connected to the world via
technology and accustomed to immediate gratification or feedback (Wiedmer, 2015). Being the
fastest-growing segment of the workforce, Millennials bring specific characteristics to the
workplace that include being family-centric, being a team player, being achievement-oriented,
yet crave attention (Jha, Sareen, & Potnuru, 2019).
Millennials in government agencies can use their profound knowledge of technology to
introduce new ideas for solving problems, communicating, and relating to others (Trahant, 2008;
Brack, 2012). In addition, being the most diverse generation ever, Millennials are comprised of
people from different races, genders and backgrounds – which brings diverse knowledge to the
organization and the opportunity to focus on shared values rather than what divides the
generations (White, 2011).
This generation tends to want to balance their life more than other generations and are
also prone to changing jobs frequently. Always looking for something new or better, Millennials
tend to only stay with an organization for as few as two to three years before changing to a
different position (Stewart, Oliver, Cravens, & Oishi, 2017). Because they might tend to view
their relationship with management as equal, it is important for companies to draw clear
distinctions between management and employees.
MULTIGENERATIONAL WORKFORCE 18

Generation Z
Perhaps the upcoming generation, Gen Z will find itself to be even more challenging for
managers. They currently make up less than one percent of those hired by the state of focus
(DOAS, 2016). Gen Z ranges from ages 2 to 19 (Seemiller & Grace, 2017). Similar to their
Millennial counterparts, Generation Z individuals do enjoy their technology; however, they
prefer products and experiences that demonstrate an increase in quality (Singh & Dangmei,
2016). These individuals are tech-savvy in the workplace and are also entrepreneurial, being
called digital natives. This generation is concerned about boosting their people management
skills, respond to edgy campaigns, and feel the need to co-create culture in the sense that they
utilize technology to communicate and express themselves (Shatto & Erwin, 2016).
Effective Management and Retention Practices
Based on the generational cohort’s years and the specific value systems tied to them, the
government can use this information to protect their best employees from being attracted to other
organizations. In general, people have their own set of intrinsic values that drives their responses
to situations (Hamari, Sjöklint, & Ukkonen, 2016). Similarly, every organization has its own
core values that dictate how the organization should operate. Issues arise when an employee’s
values cannot reconcile with those of the organization. For appropriate employee-organization
alignment to occur, individuals with a sound understanding of their values must align themselves
with like-minded organizations (Henry J. Findlay, Sydney Freeman and Hyacinth E. Findlay,
2016). With each generational cohort comes its own set of work-related values which prompt
revisiting employee management retention programs to address generational employment values.
There is a growing demand for multigenerational diversity to be included in recruiting and
retention strategies (Kleinhans, Chakradhar, Muller, & Waddill, 2015).
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Framework for Building a Management Strategy in a Multigenerational Workforce
Core challenges in a variety of businesses include finding appropriate frameworks for
building management strategies that will aid in attracting and retaining skilled employees that
cross a range of generations (DeCenzo, Robbins, & Verhulst, 2016). With many businesses
following a more global exposure, different generations can now be found throughout a variety
of companies, highlighting the need for appropriate frameworks that cater to all the different
generations found within. When building frameworks that cater to multigenerational employees,
it is essential to ensure a broad understanding of the experiences that can be expected. For
example, in today’s workforce, many business leaders must cater towards an age demographic
that ranges from 18 to 80 years of age, providing a large exposure to different generational
cohorts. Although there are many challenges that occur when working within a multigenerational
workforce, business leaders and managers need to remain optimistic of the benefits that their
companies can experience; hence, building appropriate frameworks. Higginbottom (2016)
reported that it is essential for business leaders to find benefits that companies can experience
when working within an environment that caters to multiple generations. The author reported
that one major benefit is the differences found in both work ethic levels and
education/experiences that the different generations bring to the table. For example, millennials
can encourage a culture of innovation, whereas Baby Boomers may highlight their experiences to
help younger generations understand risk factors that innovation can expose a company to.
Schulte, Grosch, Scholl, & Tamers (2018) discussed how the population within the
United States is experiencing a major demographic transition resulting in an aging workforce.
This brings to light the importance of building appropriate frameworks that deal with the
exposure to different generations within the workforce while ensuring for safety, health, and
MULTIGENERATIONAL WORKFORCE 20

productivity. The authors discussed how evidenced-based frameworks are essential that focus on
understanding different lifespan perspectives, building comprehensive and integrated approaches
to occupational health and safety, emphasizing positive outcomes that relate to both the company
and the employees and building a supportive work culture that promotes multigenerational
issues. When building a framework, it is essential to understand management and leadership
skills, in relation to the importance of both retaining and building successful multigenerational
employees.
Management and Leadership Skills Needed in a Multigenerational Workplace

Individual needs of employees from each generational cohort must be assessed and
supported, or organizations run the risk of treating these generational groups in a way that
negatively impacts organizational success. Espinoza & Ukleja (2016) discussed how in 2014,
Traditionalists and Millennials amounted to less than 10 percent of the workforce. In 2014, the
remaining workforce was relatively divided between the remaining cohorts of Traditionalists,
Baby Boomers, Generation X, and Generations Z’s.
Lyons, Schweitzer, Urick, & Kuron (2019) discussed individual-level factors in
governmental organizations and highlighted how each generational cohort’s identification and
involvement within their generational cohort impacts the overall values within the workplace.
Ahmad & Ibrahum (2015) agreed with Lyons et al (2019) by discussing how employees are the
most critical assets of any organization. Therefore, it is the responsibility of the leaders and/or
managers that should assess each generational cohort and their specific value systems to better
determine approaches that allow organizations to retain their strongest employees. Because
leaders appear to have a moral and ethical responsibility to bridge any gaps in generational
differences amongst their employees, it is important for them to understand how their
MULTIGENERATIONAL WORKFORCE 21

employees’ generational identity impacts job satisfaction and retention; an important topic to
discuss when building appropriate management frameworks. Solaja & Ogunola (2016) discussed
how it can be common for leaders to experience workplace friction caused by a
multigenerational workforce, bringing to the forefront the importance of managing with an
appropriate leadership style. Implementing transformational leadership styles can aid in the
development of strong frameworks that cater to multigenerational employees, as it allows for the
development of employees to become their own leaders (Klaffke, 2015). Transformational
leadership styles can include strong communication skills, high levels of confidence, being
proactive, and inspiring and motivating employees, while understanding and catering to the
different generational cohorts.
Managers and leaders working in state government would benefit from having a better
understanding of the generational cohorts and the differences that can be experienced between
these cohorts within the workplace. With the use of specific transformational characteristics in
alignment with a strong understanding of the generational differences, managers and leaders can
create stronger retention rates, addressing unnecessary turnover within organizations.
Retention of the Multigenerational Workforce in State Government
As agencies examine expectations, assumptions, and the fundamental needs of the
different generational cohorts, they can also adapt and plan for these specific dynamics,
increasing retention rates amongst their employees. Bryson (2018) discussed how leaders and
employees of government agencies are considered the internal stakeholders who are responsible
for ensuring that the agency is accountable to the public. Internal stakeholders are part of today’s
multigenerational workforce and should be included in setting accountability metrics throughout
the organization.
MULTIGENERATIONAL WORKFORCE 22

Green & Roberts (2017) highlight the need for state governmental agencies to move
away from using cookie-cutter frameworks when working with multigenerational employees and
discussing retention strategies. Governmental agencies need to reshape the manner in which their
attempt to retain their employees, as utilizing retention strategies that do not cater to the different
generational cohorts will only see a rejection towards the goals in which the agency is working
towards.
Using transformational leadership characteristics, Cloutier, Felusiak, Hill, & Pemberton-
Jones (2015) discuss that when building appropriate retention strategies, it is essential for leaders
to utilize effective communication, hire a diverse workforce, hire appropriately skilled
employees, and offer appropriate development and training programs. The authors discussed
how a diverse workforce can be seen as an organization as having fewer barriers, increased
opportunities for growth, and an embracing of cross-generational employees. This, in turn, aids
in strengthening retention rates. Offering employees development and training programs is also
important when retaining a multigenerational workforce, simply because it allows employees to
develop and broaden their training through their generational needs and identity. For example,
millennials may require training in areas that Baby Boomers are efficient in and vice versa.
Allowing for development and training programs to be offered throughout a governmental
organization or agency, demonstrates that values are placed on diversity, growth, and
development no matter what generational cohort one belongs to.
Strategies to Retain Employees
The inability of governmental organizations to adapt to the needs and expectations of
their employees will have an impact on employee productivity, engagement, and the citizenry as
it relates to their dedication and retention. Noe, Hollenbeck, Gerhart, & Wright (2017) discussed
MULTIGENERATIONAL WORKFORCE 23

how leadership strategies and practices are needed in order to retain and motivate employees to
perform at high levels in order to produce operational success. Without the experience of
operational success, personal fulfillment cannot be experienced leading to lower retention rates
amongst multigenerational employees.
Cheng, Chieh, Gursoy, & Dogan (2016) discussed the impact of job burnout on
satisfaction and turnover intention, highlighting how generational differences matter when it
comes to employee retention. The authors purported that state organizations and agencies must
examine opportunities to develop support and incentives for employees that reach across each
generational cohort and their values. This will aid in reducing burnout and turnover by
moderating effects on interpersonal relationships, another strong characteristic found in a
transformational leadership style.

Summary
The review of the literature identified each generation within the workplace, their noted
attributes, and work values as well as discuss the dynamics that surround these cohorts. This
study utilized the Clark and Estes analytical framework to examine the knowledge, motivation
and organizational barriers that may be contributing to gaps in the retention of the
multigenerational workforce in state government, specifically the department of focus in this
study. Because generational differences and values can impact the perceived fit of employees
within the organization, the literature demonstrated that it is imperative that managers focus on
identifying the differences as well as shared values within the generations in the workplace. In
today’s growing multigenerational workplace, simply being aware of diversity in generations is
not enough to sustain an organization. Organizations that fail to implement programs addressing
MULTIGENERATIONAL WORKFORCE 24

inter-generational challenges may find themselves at a competitive disadvantage and facing
workplace conflict. To achieve more productivity, efficiency, and harmony in the workplace,
organizations must implement programs that address inter-generational challenges. Those who
understand how this can aid in the organization’s performance will be positioned to retain their
employees and promote a strong multigenerational workforce within state government.

MULTIGENERATIONAL WORKFORCE 25

Knowledge Influences
The American workplace, including the government sector, is predominantly comprised
of four generations: Traditionalists, born prior to 1945; Baby Boomers, born during 1945 and
1964; Generation X, born during 1964 and 1980; and Millennials, or Generation Y, born after
1980 (White, 2011; Kupperschmidt, 2000). With organizational success being dependent on the
performance of internal stakeholders, it is important for senior leaders to focus on the knowledge
of each generational cohort and how their skills can be used to achieve organizational goals
(White, 2011).
It is important for managers to have the knowledge to understand the differences and
values of each generational cohort in order to better serve them through employment. Green &
Roberts (2012) highlight the importance of managers needing to know the most effective
strategies for understanding other generational cohorts to aid in creating an inclusive and diverse
workforce. The authors report that generally speaking, people have their own set of intrinsic
values that drives their responses to situations, increasing the importance of knowledge about
employee groups. Additionally, Gursoy, Maier, and Chi (2008) reported that there is a need for
managers to understand the core values of baby boomers and generation X against those of the
newest generation, as over the coming years, businesses will see an increase of newer
generations that will continually differ when it comes to values, needs, and wants. Knowledge is
a continuous process for managers as they need to ensure that their knowledge will be in
alignment with the other influences of motivation and organizational structures.
Bidian & Evans (2018) completed a study that examined inter-generational knowledge
sharing amongst technological preferences. The authors highlighted the importance of managers
in understanding the unique characteristics of each generational cohort, which includes attitudes,
MULTIGENERATIONAL WORKFORCE 26

and perspectives on life areas such as work, family, and social relationships. During their study,
the authors discussed how younger generations acquire knowledge differently and that managers
need to be aware of this. For example, in comparison to their older counterparts, younger
employees tend to more readily use information and communications technology, which can
determine how they will approach their workloads and communication patterns within the office.
Without this knowledge, managers may lessen the extent of communicating with their employees
in an effective manner.

Motivation Influences
Whether government employees demonstrate accountability towards the public depends
on their motivation level (Hannam & Yordi, 2011; Cloutier, Felusiak, Hill, & Pemberton-Jones,
2015). Those satisfied within the organization are motivated to achieve its mission and are likely
to stay longer with the organization than those who are dissatisfied (Cloutier, 2015). According
to a 2015 study by the Society for Human Resource Management, most employees are not
content with their jobs. Specifically, 71 percent of employees are seeking or open to a new job –
with better compensation and better career opportunities being the chief motivators for
considering employment elsewhere (Maurer, 2015).
To increase employee commitment and loyalty, government entities must develop
retention strategies that continuously encourage workers to be accountable to the public (Cloutier
et al., 2015; Maurer, 2015). This is a challenging endeavor because retaining a quality workforce
over the long haul requires applying a systematic approach to workforce planning and talent
management – one that is different from those used in the past. According to Özçelik (2015),
because each generation has different values, outlooks, and attitudes towards work, senior
MULTIGENERATIONAL WORKFORCE 27

leaders must learn the motivation triggers of each generation and incorporate related strategies
into the organization’s retention program.
Additionally, Fahy & Moylan (2019) have completed a study that focused on the
challenges that are experienced when it comes to developing reward programs as a form of
motivation when working with a multi-generational workforce. The authors discussed the
importance of developing reward programs where possible in order to aid in the retention of
multi-generational employees, as motivation increases performance levels leading to an increase
of job satisfaction levels, the ability to recruit experienced and competent individuals to an
organization, while decreasing turnover and employee absenteeism. The results of Fahy &
Moylan’s (2019) study revealed certain difficulties when developing such reward programs to a
multi-generational workforce, simply because of the differences found in their needs and wants.
For example, baby boomers appreciate earning promotions from a job well done, whereas
Generation X individuals are more rewarded by developing skills through training and
professional development programs. Millennials are motivated through skill development;
however, they appreciate being provided with higher responsibilities of advancement, and
traditionalists are motivated by financial rewards. It is imperative that management working
within a milieu of a multi-generational workforce account for differences between their
employees to ensure that rewards are in alignment with the wants of the different generational
individuals.
Organizational Influences
In addition to the influence of knowledge and motivation, there are organizational factors
that impact the management and retention of a multigeneration workforce within an
organization. The organization is where knowledge, motivation, and stakeholders all come
MULTIGENERATIONAL WORKFORCE 28

together; a company or agency cannot accomplish its goals if these components are not in place.
Within government organizations are four or five distinct generational cohorts: Traditionals,
Baby Boomers, Generation X, Millennials, and more recently Generation Z and they are present
in all levels of these organizations. To truly align team members with organizational success
each generational cohort must understand how to best work together (Woods, 2016) to fulfill the
agency mission. Understanding and supporting the values and beliefs that are shared either as
individuals or generational cohorts allows organizations to develop strategies to retain their
workforce which is key to organizational success. The purpose of this study was to evaluate the
need for practices and programs that addressed the management and retention of the
multigenerational workforce in state government.
The performance of team members can influence an organization either positively or
negatively. Performance problems may prevent an agency from accomplishing its vision. This
influence may reveal itself in areas such as misalignment of resource allocation, internal
processes, and friction due to contrasts in the organizational culture versus the vision of the
agency (Jaehn, 2016). Stakeholders can also influence an organization positively. Stakeholders
influence an organization positively by maximizing the performance of such a company by
means of enhancing knowledge and motivational factors. Stakeholders also influence an
organization by working together so that the organization stays aligned with a rapidly changing
and improving technological environment.
Organizational influences are a virtual part of the performance of an organization.
Consequently, organization culture goes hand in hand with organizational behavior and
operations. To positively influence the success of the operations of an organization, the
stakeholders and their respective cohort need to be evaluated appropriately so that strategies can
MULTIGENERATIONAL WORKFORCE 29

be put in place that enhance and provide a positive return. In the same way, the culture and
behavior of an organization determine the workforce output. If an organization instills or creates
a culture that enhances knowledge and motivation to the employees, then the organization stands
to reap from such efforts in a positive way.

MULTIGENERATIONAL WORKFORCE 30

Table 1. Knowledge, Motivation, and Organization Chart

Source of Assumed
Influences

Knowledge

Motivation

Organization
Global Goal
Influences
1. Managers need to
know the
differences in
values and
expectations of
each generational
cohort.
2. Managers need to
know how to best
support, develop
and retain a
multigenerational
workforce.

1. Managers need to
see the value in
managing a
multigenerational
workforce.
2. Managers must feel
confident in their
ability to manage
and retain their
multigenerational
workforce.
1. The organization
needs to provide
onboarding and
ongoing training on
how best to
manage. Retain
and support a
multigenerational
workforce.
2. The organization
needs to
communicate the
value of a
multigenerational
workforce.

General Related
Literature

 Managers need to
know the most
effective strategies
for understanding
other generational
cohort and aid in
creating an inclusive
and diverse
workforce. In
general, people have
their own set of
intrinsic values that
drives their responses
to situations (Green
& Roberts, 2012)
 There is a need for
managers to
understand the core
values of baby
boomers and
generation X against
those of the newest
generation (Gursoy,
D., Maier, T. A., and
Chi, C. G., 2008).

 Managers must
understand the value
of each generation
and incorporate
related strategies into
the organization’s
retention program
(Gursoy, D., Maier,
T. A., and Chi, C. G.,
2008).
 Employees place
value on different
aspects of their lives
based on several
aspects including
work-life balance and
positive feelings
about their life,
overall (Kim, 2005).

 There is a need for
organizations to
communicate values
and priorities so that
an assessment of fit
can be made.
 Organizations need to
have an
understanding of the
differences between
generations is a
useful step in meeting
diverse employee
needs.
 The organization
needs to establish a
plan to address
multigenerational
workforce
management
(Gursoy, D., Maier,
T. A., and Chi, C. G.,
2008).
MULTIGENERATIONAL WORKFORCE 31

Leaders and employees of government agencies are the internal stakeholders responsible
for ensuring that the agency is accountable to the public. These internal stakeholders are part of
today’s multigenerational workforce. Table 1 includes a summary of the knowledge, motivation
and organization influences and their impact the managers within the organization.
Interactive Conceptual Framework
The conceptual framework is the mapping of the guiding principles required for a
research study. It attempts to connect to all aspects of inquiry such as the purpose of the study,
the literature around the study as well as review the methodology data collection, methodology,
data collection, and analysis). This study utilized a modified gap analysis framework to identify
the primary gaps for the organization and look at what knowledge, motivation, and
organizational barriers that were contributing to gaps in the retention of the multigenerational
workforce in state government.
Following the modified gap analysis framework, the research looked at the gaps in
retention as it related to the knowledge, motivation, and organization impacts to the organization.
Each generational cohort had knowledge and skills that determined the characteristics of each
one and those characteristics helped to achieve the performance goals in state government
identified by Nkosi (2007). When looking at motivational influences, it was key to factoring in
self-efficacy and cohort values. Finally, organizational influences on stakeholder performance to
consider included training resources and the workplace culture (Driskill, 2018).
For each agency to fulfill their mission, they need employees who can utilize their
knowledge, skills, and know how to complete these necessary tasks. Employees within the
government workforce came from different generations (Bryson, 2018) with each generation
MULTIGENERATIONAL WORKFORCE 32

having its own needs and values. Government services are needed to support citizens each day as
a multi-generational workforce focuses on needs which serve the public.
Data Collection
This research focused on a qualitative assessment of the impact of knowledge,
motivation, and organizational influence on the retention of the multi-generational workforce.
This is an ever-evolving area as we see more senior generations retiring and the newest working
generation, millennials, increase in numbers with the workforce. The need to be best aligned
with the incoming workforce as well as retaining current employees requires looking from
several viewpoints such as interviews, gathering documents and artifacts as well as doing
observations. One data resource would not be enough to answer the research questions that
aimed to document viewpoints of the impact that these retention programs or practices had on its
intended audience.
Interviews
The interview questions that were utilized were pilot tested with three individuals to
allow for feedback on sequencing and aided in determining the overall structure of the interview
protocol. The interview protocol provided steps and guidance that were deployed before, during
and upon completion of the interview. The protocol and pilot test guided towards semi-structured
one-on-one interviews of the ten individuals, which were conducted by phone call. During the
initial outreach to each participant, it was suggested that the call was taken in their office or a
conference room. This was to help in providing a quiet and comfortable environment.
Each of the 10 semi-structured interviews was planned for 45 minutes but the average of
the 10 interviews was 31 minutes. Additional time was originally scheduled at the end so that
participants could share additional experiences and/or expand on their responses if they felt the
MULTIGENERATIONAL WORKFORCE 33

need to do so but the time originally allocated was sufficient. The interview setting was
professional and used a series of questions to remain consistent with all the interviewees.
Throughout the interview, the protocol had been set up to include member checking to
allow for shoring up of the information shared and proper caption of the experience being shared.
The interview questions supported answering the research questions noted above. Questions
were positioned and sequenced in a way to get the questions asked regarding the overall
experience. This allowed the researcher to understand each person’s perspective - whether good
or bad.
Documents and Artifacts
There were a handful of documents and artifacts that were collected as part of this study
from publicly available sources downloaded from the Internet. These included general
onboarding documents, policies, and management immersion sessions that are available to
incoming or current employees. These documents aided in promoting the increased validity of
the information shared by each respondent observed and interviewed. The documents that were
analyzed in this study included the Department of Administrative Service’s Fiscal Year 2017
Workforce Report, which is available online and the Department’s Management Academy
Bootcamp (MAB) comprehensive modules Comprehensive Modules provided through internal
communications.
The Department of Administrative Service’s Fiscal Year 2017 Workforce Report is a
document that is drafted by the state that provides an overview of fiscal year 2017 highlighting
retention strategies, knowledge transfer and succession planning, and a discussion on Millennials
in the workforce. Additionally, the MAB comprehensive modules are a series of topics that new
MULTIGENERATIONAL WORKFORCE 34

managers are required to take that educates them on areas of coaching, counseling, and
disciplinary processes, ethics, and workplace safety and security procedures.

Data Analysis
Before the data was collected, the researcher applied for and received permission from
the university’s Institutional Review Board (IRB). In order to ensure the credibility and
reliability of the data, an interview protocol was developed which included a list of semi-
structured interview questions and forwarded to three individuals who had similar professional
and educational experiences. The panel of three individuals reviewed the semi-structured
interview questions to ensure that they were in alignment with the study’s purpose, research
questions, and methodology, and were requested to provide any feedback discussing how the
questions could be more aligned to the study. Each of the three-panel members did not
recommend any changes to be made to the semi-structured interview questions. Additionally, the
researcher also completed member checking, where the transcript of the interview was shared
with each of the 10 participants. The participants were able to review the transcripts to determine
the accuracy of the data, with all participants reporting that the transcripts were accurate with the
information that they presented.
All data was analyzed in a qualitative manner. The semi-structured interviews were
analyzed utilizing NVivo 12.0, a qualitative software program that is used by the majority of
research universities. NVivo 12.0 aided the researcher in coding the data and placing it into
themes that were identified by the participants. In addition to NVivo 12.0, the researcher also
utilized a qualitative codebook, which allowed her to become familiar with the participants’
quotations in relation to the themes that were developed (Bernard, Wutich, & Ryan, 2016). When
MULTIGENERATIONAL WORKFORCE 35

approaching the data analysis of the semi-structured interviews, the researcher followed an
inductive approach.
When completing an inductive approach, the researcher completed specific steps that
aided in the analysis. The researcher became familiar with the data by reviewing the participants’
responses in conjunction with both the interview questions and the research questions. After
familiarity was achieved, the researcher categorized the data from the semi-structured interviews
and created a framework. With the help of NVivo 12.0 and the qualitative codebook, the
researcher coded the data, identified themes and patterns from the participants’ ideas, concepts,
and phrases. Then, made connections by highlighting relationships while finding explanations.
Finally, the researcher interpreted the data and explained the findings (Twining, Heller,
Nussbaum, & Tsai, 2017).
With the other forms of data in the study, such as general onboarding documents,
policies, and management immersion sessions, all of which were analyzed using the above
process of an inductive approach, utilizing both NVivo 12.0 and a qualitative codebook.
Findings
Workforce shifts that result in managing generational differences require state
governments to strive towards active engagement with their employees (Cloutier et al., 2015).
Understanding and supporting the values and beliefs that are shared either as individuals or
generational cohorts allow organizations to develop strategies to retain their workforce.
Appreciation of generational values will place state agencies in a position to be responsive to
generational values’ and needs. The purpose of this qualitative study was to explore the
perceptions and experiences of managers within a state government agency as they managed a
MULTIGENERATIONAL WORKFORCE 36

multigenerational workforce and developed management strategies that could be used to enhance
operational efficiency.
Research Design
This study utilized a qualitative case study approach that explored the perceptions and
experiences of managers within a state government agency as they managed a multigenerational
workforce and developed management strategies that could be used to enhance operational
efficiency. The following research questions guided the study:
1. What are the stakeholder knowledge and motivation barriers related to implementing
strategies to manage a multigenerational workforce effectively?
2. What is the relationship between organizational culture and context, and stakeholder
knowledge and motivation as they relate to the multigenerational workforce?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources that will impact the ability of managers to foster
an inclusive multigenerational workplace environment?
Participant Demographic Data
Ten respondents participated in this study, each required to be currently working in a
state government agency and having a minimum of one employee with which they supervise.
The demographic information on each participant is highlighted in Table 2.
MULTIGENERATIONAL WORKFORCE 37

Table 2. Participant Demographic Information

Gender. Of the 10 participants who completed the study, four identified as female and
six identified as male.
Participants’ years of experience. Thirty percent of the participants reported that they
had one to five years’ experience, 30% of participants reported having 6 to 10 years of
experience, 30% of participants reported having between 11 and 15 years of experience, and
10% reported having 15 years or more of experience.
Number of direct employees. Sixty percent of participants reported having between one
and five direct employees, 20% reported having between 6 and 10 direct employees, and the
remaining 20% reported having 11 or more direct employees.
Number of Indirect Employees. Participants reported the number of indirect employees
in which they supervised, with 80% of participants reporting that they had as many as 50 indirect
employees, 10% had up to 150 employees, and 10% reported as having more than 151 indirect
employees.
Participant Gender
Gender
Years of
Experience in
Leadership
Number of
Direct
Employees
Number of
Indirect
Employees

Participant 1 Female 4 2 12
Participant 2 Male 17 3 17
Participant 3 Male 14 6 664
Participant 4 Female 12.5 1 130
Participant 5 Female 5 11 11
Participant 6 Male 13 2 23
Participant 7 Female 8 11 40
Participant 8
Participant 9
Participant 10
Male
Male
Male
6
10
5
4
7
2
46
32
12

MULTIGENERATIONAL WORKFORCE 38

Findings
After completing the qualitative data analysis, five themes emerged from the data under
the different subheadings of knowledge, motivation, and organizational milieus.
Knowledge
The participants perceived the generations differently within their workforce. As noted
within the literature review, it is important for managers to have the knowledge to understand the
differences and values of each generational cohort in order to best serve them. They also need to
demonstrate that they have an understanding of the different knowledges that influenced their
work decisions. The majority of the participants appeared to have similar viewpoints on how the
different generations approached their work, including behaviors, motivations, and issues found
in the workplace. The participants placed majority of their employees into three differing
generations; Baby Boomers, Generation X, and Millennials. Participant 1 discussed the traits of
her Baby Boomer employees by stating:
They’re more like set in how things have always been done. So, they're more set in the
tradition of things. You know, we've always done things this way, any time there's
change that comes about, there's a little friction as far as trying to get them to adapt to any
kind of changes that we try to introduce (Participant 1).
Participant 3 echoed similar thoughts regarding their Baby Boomer employees by stating:
Most of them are past driven. So, their styles are different. They're more visionaries, and
they don't get into the details of how to get there. Others are very detail oriented. But all
of them are pretty much high driven. When you come to work, you're expected to get
results. So, they're not ... most of them will stay late if need be, come in early if need be.
MULTIGENERATIONAL WORKFORCE 39

Work off schedule if they needed to. They're not clock watchers. So, they're pretty driven
(Participant 3).
Participant 2 was able to discuss ways in which Baby Boomers were closer to retirement than
their other generational cohorts by stating:
Baby Boomers, there, you know, a lot of them in my agency are very close to retirement.
A lot of the initiative that they once had in their careers is gone. They're looking, not all,
again, but they look just to push by for another couple year in order to get their
retirement. So that's one of the biggest things I've seen with the Baby Boomer generation
(Participant 2).
Participant 4 appeared to approach Baby Boomer employees differently by stating:
Baby boomers that are still here, you would've hoped would've retired a long time ago.
People keep wanting to know when I'm leaving. I've always said that I'm, when I can't do
any good then I need to move out of the way and let someone else be in that can. So, I'm
in a position now where I have stepped aside and that's why I only have one direct report
now, is to take and coach them up and I'll coach my way out, you know. So, this, they
say, to clear the platform so that others can land and do what needs to be done to keep the
organization moving in the right direction (Participant 4).
It was clear to see that although the majority of participants perceived Baby Boomers to be
traditional in their approach to their work, they also felt that this was not the employees that were
necessarily looking for long-term employment, as the majority of the employees that fit into this
generational cohort were nearing retirement and had worked for the organization for longer
periods of time versus other generational cohorts.
MULTIGENERATIONAL WORKFORCE 40

Many participants had similar thoughts relating to the Generation X cohort. Participant 1
was able to discuss their views on their Generation X employees by stating:
When it comes to generation X, I would say, and I kind of fit into that as well, I would
say we're more independent thinking people. A lot of times it just feels like our opinions
or thoughts or whatever aren't necessarily the priorities of a lot of organizations, so we
have become kind of independent in our thought process of how we adapt to whatever it
is that an organization wants us to do (Participant 1).
Participant 2 was able to provide examples of how Generation X employees appeared more
responsible than their younger cohorts when it came to monitoring their own their schedules,
planning, and committing to their position:
We're looking for people who will take the initiative, but in general as compared to the
Gen X types you have to say "hey, we have a production pageant this weekend I need
somebody to work on Saturday." And it doesn't need to be a Gen X-er every single time.
That's not fair to them. Especially that's some of their job responsibilities. I still have to
prod millennials a little bit more. Not that they resist, not at all. They'll actually say yes,
and they'll go and do it, but I do have to ask, whereas with the Gen X-ers a lot of the time
I don't even have to ask, they know it's coming up, they pay attention to the schedules,
they're on top of it (Participant 2).
Participant 4 discussed how he found it easier to communicate with the younger generations, as
the older generation cohorts were more concentrated on security and planning for retirement.
Participant 4 stated:
I find that I am more open with the younger people and I sometimes find it is easier to be
more transparent with them in helping them understand where things are going than I am
MULTIGENERATIONAL WORKFORCE 41

with some of the folks that would be considered the Gen X-ers and the baby boomers
because their main desire is security. Security to have that job next week, security to
know that I'm going to get another paycheck because a lot of people live check to check
and it's not about preparing myself for the job that's going to be here next week or next
year. I've just got to get this job done here, and like I said, get my 30 years in and retire
so I can get my pension (Participant 4).
The participants were also able to discuss their perceptions and knowledge regarding the
younger generation of the Millennials. Participant 1 was able to share some thoughts on her
Millennial employees and well as how that aligned with her knowledge and assumptions of that
generation by acknowledging stereotypes and stating:
I hate to say it, but in reality, they really do fit the stereotype that they've been given. In
my opinion, it's almost like, you know, I woke up this morning and came to work, you
should be happy. I should be getting praised for that or I did the assignment that you gave
me, so where's my reward? That type of thing, it's like an expectation for everything that
they do (Participant 1).
Participant 1 also reported:
When it comes to the other generations, just understanding what motivates each one and
come up with a strategy where there is something in place that is going to be welcoming
to each one of the different generational types (Participant 1).
Participant 2 stated that the majority of Millennial workers were effective, and those who did not
meet the demands of their job position, typically did not last long on the job:
Millennials I have a pretty good success rate with. I haven't had any cuz [sic] we typically
hire them as contractors and if we feel like they’re more the of what the stigma is. If they
MULTIGENERATIONAL WORKFORCE 42

sit back and they won’t do anything unless given direction. We usually cut them pretty
fast. We're looking for go-getters (Participant 2).
Participant 3 also acknowledged the stereotype of Millennials; however, was able to discuss
positive interactions and experiences that they had within their work environment:
No. I'm very fortunate. We're mostly all on the same page. I don't have kind of the new
millennial mentality, as a general rule. They're all hard working (Participant 3).
Participant 4 was able to discuss many positives that they had experienced when working with
Millennials. This participant perceived Millennial employees to be more eager, hungry, and
hardworking than their older generational cohorts:
The ones that would be considered millennials or you know, those are going to be your
aggressive. They really want to learn; they want to know. So, they come in with a
different attitude than a lot of the other people that have been here considerably longer.
They come in hungry, eager, willing to learn. But I think the downfall of them a lot of
times, some come in thinking they already know it and we're just in the way (Participant
4).
Participant 5 reported that they found the younger generational cohorts to be more effective with
technology- especially the Millennials. The participant reported that they tried to keep all staff
members engaged when they stated:
What I find myself doing, for example, is showing the millennials how to, include the
generation X, as well as the baby boomers, in whatever ideas they come up with, so they
won't feel left out (Participant 5).
Participant 8 reported specific attributes of the younger generations, including that they found it
difficult to follow policies and procedures when they stated:
MULTIGENERATIONAL WORKFORCE 43

The younger generation, for instance, are always on their cell phones. Part of my group is
a call center. You always have to remind them what the protocols are for work, dress
code, etc. Coming to work on time and things of that nature. Having said that though they
do catch onto changes quickly and can adapt to changes more readily than the other two
groups (Participant 8).
Participant 9 also reported that the younger generation was always checking their personal
phones and social media during work times when he stated:
The Millennials that I work with are always on their cell phones and checking their social
media sites. Although our office policies prohibit employees from accessing social media
sites on work computers, I have noticed that the Millennials and younger people in the
office are interacting on their phones a lot more. Essentially, I have to remind them of our
office procedures all the time, but they don’t appear to listen until I threaten to write them
up (Participant 9).
Participant 10 also reported on how Millennials utilized technology better than other generational
cohorts, but appeared to be able to put a positive spin on their experiences:
The Millennials in the office are the best with technology. When working in team
environments, I try to pair up team members from different generations so that their
strengths work together. For example, some of the older people in the office don’t appear
to be as confident with the technology that we use. So, I will try and pair up someone
with technology experience with an older person. This way the older person can have
more confidence during any projects they are working on- and perhaps they can teach
some things to the younger people too (Participant 10).
MULTIGENERATIONAL WORKFORCE 44

Although the participants were able to discuss the differences within the different generational
cohorts, many were able to provide examples of their experiences in relation to how this
knowledge assisted in managing their employees. Although stereotypes could play a role in
terms of how the different generations approach their work, the majority of participants
acknowledged stereotypes and were able to provide examples of how they were not true in their
current work environment.
Theme 1: Generation X was seen as the standard or benchmark of Organizational
Performance and Success
The first theme that emerged from the data included how Generation X was seen as the
standard or benchmark of organizational performance and success. All of the participants were
able to discuss how their Generation X employees met this standard. Participant 1 stated:
Most of the generation X employees, they feel they have a lot to give and a lot to offer.
And they will go above and beyond in most situations to make those things happen
(Participant 1).
Participant 1 was also able to provide an example of an employee who fit the criteria as being the
standard or benchmark of organizational performance and success by stating:
There is one particular person in the office who is in that generational group, and she is
awesome as far as her work ethic, her interactions with her coworkers, any kind of
assignment that she's given she is always on it. I've never really had to give much
attention to like this is what we need done. She makes it happen (Participant 1).
Participant 1 goes on to discuss how the alignment of this team member’s values aided in the
success of the manager and the organization. She notes:
MULTIGENERATIONAL WORKFORCE 45

And after me being there for not even a year, I saw that characteristic in her and wanted
to make her our team leader in the office, which we were able to do. And since that point,
she has grown and developed and helped her coworkers grow and develop as well
(Participant 1).
Participant 2 was able to discuss how he viewed his Generation X employees as a standard or
benchmark of organizational performances and successes by comparing their work ethic and
other attributes to that of their other generational counterparts:
I would say that the Gen X-ers for a large part because they've already been on the job for
a good number of years, they learned the culture of the agency, they learned the culture of
the state government here and in our state. They know operations kinda work. They just
understand that the bigger picture of everything going on and so they're much more self-
sufficient when it comes to things whereas the millennials sometimes, they're willing,
there still learning though in a lot of cases though right? (Participant 2).
Participant 3 echoed what Participant 2 stated, discussing their drive and work attributes by
stating:
Most of them are past driven. So, their styles are different. They're more visionaries, and
they don't get into the details of how to get there. Others are very detail-oriented. But all
of them are pretty much high[ly] driven. When you come to work, you're expected to get
results. So, they're not ... most of them will stay late if need be, come in early if need be.
Work off schedule if they needed to. They're not clock watchers. So, they're pretty driven
(Participant 3).
Participant 4 was able to discuss specifically how Generation X employees contributed to their
organization’s performances and success by stating:
MULTIGENERATIONAL WORKFORCE 46

You've got Gen X-ers that want to learn because you know they have that eagerness and
that willingness to change and learning continually, reaching out. Taking classes, going
out and learning something and bringing it back. That's what's important (Participant 4).
Participant 4 was able to further state that:
Those [Generation X employees] are the kind of people that help foster change and bring
about the growth in an organization. And then the people that are involved in it like that
are the ones that are going to be your best employees. They are going to be your
managers; they are going to be your directors and ongoing forward (Participant 4).
Participant 5 discussed skill sets and talent when working with Generation X when they stated:
Generation X seems to be a little more skilled when it comes to identifying talent,
development that talent, and using it wisely to benefit the organization (Participant 5).
Participant 9 appeared to agree with Participant 5 when he stated:
I love my Gen Xers. They really know what they are doing and follow policies and
procedures, they appear confident in their abilities and really understand the culture of the
agency. Basically, I can count on them more than other generations in terms of them
being able to lay the foundation of whatever project we are working on as well as their
basic job responsibilities (Participant 9).
Within this theme, all participants were able to highlight how Generation X employees fostered
change and growth, demonstrated an eagerness and willingness to make changes, and produced
high-level work. They were typically seen as the benchmark or standard for organizational
performances and successes more so than their other generational counterparts.
This first theme addressed how knowledge of the different generational types promoted a
stronger direction of management style, including how attributes of the different cohorts
MULTIGENERATIONAL WORKFORCE 47

promoted positive organizational performance and success. All of the participants were able to
discuss their knowledge, understanding, experiences, and perceptions regarding the differences
between the three major generations found within their organization; Baby Boomers, Generation
X, and Millennials. Within the data, the majority of the participants discussed how their
perceptions of the different generations could be seen as stereotypical; however, it should be
noted that participants were able to provide examples of differences they experienced. For
example, Participant 2 discussed how they have had positive experiences of working with
Millennials, in terms that they are eager, hardworking, and motivated to do well on the job.
Participant 2 was able to discuss how this oftentimes is seen differently when comparing the
different generations.
In essence, the participants were able to discuss how Baby Boomer employees appeared
traditional in their work and will complete their work tasks appropriately as they are nearing
retirement to ensure that they are successful in obtaining their benefits. Generation X employees
were perceived to be more independent workers while being able to be counted on regarding
planning their schedules and completing their work duties in a timely and efficient manner.
Millennial employees were perceived in two different manners; Participant 1 described
Millennial workers as being entitled, whereas other participants discussed how they perceived
Millennial employees as being dedicated and hard-working. The majority of the participants
reported that Generation X employees appeared to be the benchmark or standard of
organizational performance and success due to their ability to independent, organized, timely,
and efficient compared to that of the other generational cohorts.

MULTIGENERATIONAL WORKFORCE 48

Theme 2: Management Style Reflected How Managers Interacted and Managed Staff Across
the Differing Generations

The second theme that emerged from the data discussed how the differing
management styles impeded how managers interacted with their staff. This theme discusses how
managers need to know how to best support and develop a multigenerational workforce.
It was important to note that this theme was also reflected in the first theme, whereas
managers appeared to have knowledge of attitudes and experiences of the different generations
that they supervised, such as that of Generation X. However, this appeared to influence their
management styles across the generational platforms. Participant 1 was able to discuss their
management style by stating that they utilized a contingency style of management when working
with the different generations:
You know with contingency management, you adapt to that individual and get to know
your employees and what motivates them, and you adapt and manage them in that way.
With the baby boomers, because of the fact that they're kind of stuck in how things have
always been, I try to keep, when there is a change or something, I try to make sure that
I'm introducing it in a way where they understand where things are and how it's moving
into something new, that they still can take with them some of the information or the
ways they usually do things into the new office (Participant 1).
Participant 1 was able to highlight how they approached their employees as individuals, which in
turn, ensured that they addressed any generational differences amongst the employees.
Participant 2 appeared to echo Participant 1’s approach as they stated:
I do manage them differently, but maybe not because of the generation, the chart. I
typically manage my high performers, my superstars one way, and my lower level, lower
performers, I didn't want to say it in a negative way, but these ones aren't the A+, I
MULTIGENERATIONAL WORKFORCE 49

manage them another way. No matter what age they're at, and I have people that I'm
constantly paying more attention to, I'm staying on top of, I'm monitoring their work a lot
closer because they're not an A+, not a superstar employee (Participant 2).
Participant 2 discussed an important way in which they managed their employees and stated that
they focused on contributing factors to the organization, such as high performers, low
performers, and lower-level employees.
Participant 4 discussed how his knowledge of the employee did directly influence his
management style used with the different generations. Participant 4 stated:
I continue to learn and also learn how to deal with them. So, my philosophy along the
way, and this is all up and down the spectrum, is to continue to give and receive from
everyone that I come in contact with. To be productive. My production is more from a
knowledge perspective, okay. I'm not talking about anything, it's all about knowledge,
understand them and then giving them some of me, so that they don't mind interacting
with me and that's what helps me all along the way (Participant 4).
Participant 4’s way of managing appeared to focus on understanding the employee, incorporating
not only their generational differences but also their different approaches to the work
environment and the workforce.
Participant 3 discussed how their management style was utilized when working with
multigenerational cohorts by discussing a more Laissez-Faire style approach to their employees:
All the people are pretty self-sufficient…. I rarely tell them what to do. They tell me
what's going on in their world. To them, what they're working on, and there's a couple of
projects or initiatives that each of them has, they do them every year, I don't have to
remind them. They're very self-sustaining (Participant 3).
MULTIGENERATIONAL WORKFORCE 50

Participant 6 also reported that they do manage employees differently among the generational
cohorts by stating:
How I approach some of my employees who are older…I approach them differently
sometimes, it could be the same thing, but I will approach them differently than I will
approach my younger generation because it seems like once I give it to them they may be
able to kind of take it, they'll ask a couple of clarifying questions, and they'll run with it.
Then they'll run with it to the point where they'll get a place where if they can't they'll
stop; they'll come back and ask and get the right clarity (Participant 6).
Participant 10 appeared to agree with the other participants within this theme by stating:
Although I try not to approach my employees based on what generation they are, I guess
I do in some respects. I learn to find out what works for each individual and it happens to
be consistent across the board based upon their age. For example, I can count on the older
generations to be at work on time every day, follow policies and procedures, stuff like
that. The younger people, I tend to have to be on top of them a little more- check their
work, make sure they are on time- stuff like that. But there are always exceptions to the
rule (Participant 10).
Although the participants were able to discuss how their management style focused on
individual and workplace behavior, this was also reflected within the first theme where managers
and supervisors discussed their knowledge and perception of the different generations, and how
it was reflected into their work. It was apparent through the participants’ responses that although
their management style was not reflected by the type of generation alone, other factors played
into how they interacted and managed their employees; employee performance level, type of
MULTIGENERATIONAL WORKFORCE 51

employee, and workplace behaviors, all which could contribute to the generation in which the
employee was identified.
The direction of management style is critical to discuss amongst the participants, as their
knowledge, experiences, and perceptions influence the strategies of how they will utilize
different leadership styles within their employees. For example, it appeared that the majority of
participants utilized leadership styles that were dependent on these different pieces of knowledge
and perception; some participants utilized a Laissez-Faire approach, whereas others were more
democratic in nature, allowing employees to work independently and providing them minimal
directions. Understanding and incorporating these different perceptions about the generations
allowed participants to set directions and expectations into their management styles; Millennials
were perceived as either hardworking or entitled, and Generation X employees were viewed as
dependable, driven, and efficient. Perceptions and experiences appeared to play a role in how the
participants would communicate and work with the different generations.

Motivation
Theme 3: Managers appeared confident in their abilities to lead and manage their
multigenerational team.

The third theme that emerged from the data focused on motivational influences, including
that of the participants reporting that they were confident in their ability to lead and manage their
multigenerational team. It was important to note that because knowledge was a key contributor
to self-efficacy, participant responses did reflect confidence in their knowledge and skills,
thereby increasing motivation levels. For example, Participant 5 stated:
So, I'm able to relate to them as well and adapt my style to the things that they are
accustomed to, such as, again, respect (Participant 5).
MULTIGENERATIONAL WORKFORCE 52

Additionally, Participant 10 reported:
In order to motivate my employees to work effectively with my team, I make sure that I
focus on things for each generation (Participant 10).
Managers appeared to see the value in managing a multigenerational workforce, which also
demonstrated confidence as depicted by their responses. This was evident when Participant 5
reported following a standard set of disciplinary actions across each generational cohort, yet
when it came to coaching skills, it was derived upon which generation they are a part of:
When it comes to disciplinary action, my approach is still the same across the board,
whether it's generation X or generation Y or baby boomers. I still maintain an even tone
to seal the seriousness of the situation. And like I said, I don't really have a difference in
style when it comes to progressive disciplinary action. It's mostly on a day to day,
engaging, coaching sessions (Participant 5).
Participant 5 continued to report:
So, I'm able to relate to them as well and adapt my style to the things that they are
accustomed to, such as, again, respect. They want to see respect towards a generation
that's older than you, even if you're smarter than them. They want to see that respect
(Participant 5).
Participant 6 reported how they demonstrated levels of motivation to their team by understanding
and coaching for the differences:
That for me is the major core of who I am as a person, and who I am as a leader. So, I try
to share with my team whether you're a boomer, whether you are millennial, whether you
are X, I value what you bring to this organization and what you bring is needed. My job
MULTIGENERATIONAL WORKFORCE 53

now is to help you see what you are bringing and how we better utilize those skill sets
(Participant 6).
Participant 7 was able to discuss her work attributes that aided in successfully managing a
multigenerational team by providing opportunities for team members to speak one on one:
I have no problem because I am a colorful person and I understand people have different
situations going on so I'm very ... a low-key type of supervisor. We also have a coaching
council, and then I will ... I try to make it known to where my doors are always open to
people and if something is going on or whatever, and if they would like to talk about a
situation, I'd put it out there, for them. So, it's not ... I don't want to go today because she's
not going to listen to me, if she's not going to hear me out but when it's cases where I've
done all of that and you still want to try to do whatever you want to do or try to be
abusive in your tone and stuff then of course I have no choice but to go to counseling, or
for coaching counseling. But I give you opportunities (Participant 7).
Participant 8 was able to discuss exactly how they motivated employees between the different
generational cohorts by stating:
Patience. And trying to explain to them you know what the benefits are of doing things
another way and especially how they will benefit from it. And just remind them not to
become stuck in one way or in one process (Participant 8).
Participant 10 reported similar experiences like that of Participant 8 by stating they needed to
adapt their management style to reflect motivation within their team. He stated:
When working with the different generations it is important to understand that different
things motivate different people. So, in order to motivate my employees to work
effectively with my team, I make sure that I focus on things for each generation. For
MULTIGENERATIONAL WORKFORCE 54

example, I try and adopt technology into my presentations for the younger generations
and discuss the importance of what I am doing with the entire team. That way, I can have
the younger generations teach or mentor the older generations in this area- which in turn
builds both relationships and morale. My employees can use it as a teaching experience
(Participant 10).
These responses demonstrated self-efficacy and motivation in their roles as managers as they
were able to be flexible with their management style, understand differences, and communicate
effectively in order to account for the generational differences found within their departments. It
is also important to note that because it was reported that the organization did not appear to
execute a healthy understanding of the different generational groups, the participants appeared to
take this on as their own responsibility. Many of the managers interviewed saw the value in
managing a multigenerational workforce and created an opportunity for each cohort to
communicate and interact with them. The managers responses reflected a belief in their capacity
to implement strategies and behaviors necessary to produce maintain a multigenerational
workforce.
Organizational
Theme 4: Organization Appeared Lacking when it came to Implementing Changes that
Reflected both Personal and Professional Values

The final theme that emerged from the data highlighted how the organization appeared to
be lacking when it came to implementing changes that reflected values amongst any generational
differences. The majority of the participants agreed that although the organization understood
differences amongst the differing generations, it was poorly executed to demonstrate their
understanding in regard to the employees. Oftentimes, it appeared that the organization
attempted to put into practice these differing values by offering alternative retirement programs,
MULTIGENERATIONAL WORKFORCE 55

leadership conferences, and educational training programs. Participant 1 was able to highlight
this important point when they stated:
They do try to have different programs, like they do have different retirement programs
that educate on their future as far as retirement and things of that nature. I feel like they
do understand the differences. They may not necessarily do the research that's necessary
to I guess present a full picture or putting forth the effort that would lead to differentiate
between the different generations, but I feel like they understand that there is a difference.
They're just not doing a very good job of making it evident to the employees that they
recognize it (Participant 1).
Participant 2 was able to provide examples of how the organization understood differing values
by reporting:
One respect is we have an annual leadership conference and we've had it for the last four
or five years. And the one thing that's been consistent is with our speakers that come to
the table are in some ways talking about this topic. They're talking about the generations
and what to us as leaders and managers are to expect of those. We have a good time with
it, but the fact our executive leadership is constantly putting these kinds of information in
front of us makes me feel like they do understand and that it is important to our
workforce (Participant 2).
Participant 3 stated:
We've had some leadership conferences where we do have education on the different ...
in how to motivate people, and how to satisfy different types of people. I think we do. I
think honestly, our new HR director, she has been talking about that (Participant 3).
MULTIGENERATIONAL WORKFORCE 56

Participant 3 was also able to discuss an example of how the Millennial generation needed to be
understood from a value perspective by reporting:
The newer generation is a different technology generation. The way they expect things to
do, they expect immediate gratification. They want to work from home. I mean, all these
different things. We talk about, how much of that can we provide to keep them happy and
interested in working there, the up and comers (Participant 3).
This highlighted how the shifting needs of the different generations needed to be understood
from an organizational perspective; however, Participant 3 further stated that it could be difficult
to accommodate all values of the generations- particularly that of the Millennials because within
the organization it was impossible to work from home at a full-time basis.
Participant 4 discussed how his manager ensured that the different generations were
reflected within major meetings:
I have seen it work. Seen it at work. When I go to the, and I'm going to call it the big staff
meeting, and that's when I go sit in my boss's office with his staff, I can see each one of
those generations we talked about sitting in his office. We've got like program managers,
system directors, and my boss is the director. Also, he's got 8 of us in there. Moreover, he
has got one-person way up here, two people right in here, two people right in here, one-
person way down here. That is the way his organization kind of stacks up, age-wise
(Participant 4).
Participant 8 discussed the differences found between private and governmental organizations
and how they handled the different generational cohorts by stating:
I don't think the organization... To a certain degree, I think they look at experience more
than they do potential for down the road. I know they have tried succession and planning
MULTIGENERATIONAL WORKFORCE 57

and all of that, but I see some things that may be bright spots on the horizon, but I don't
think it's a fast-moving organization. Before coming to government service, I worked in
the private sector and the private sector is nimbler, and I think more invested in its people.
I think to a certain degree, the mindset... Government workers work hard. That is a
misnomer to say that they don't work hard but I don't think to a certain degree, that the
organization is as nimble as it should be. And it seems to be a step behind the times in
many instances with things that are happening in the workplace. Whether it's with just
policies and innovative approaches to doing things. And sometimes I can see why as a
result a younger person may not want to stay. Because a government organization for a
younger person given their mindset might not be something they want. I don't think they
want to spend 30 years anymore in an organization such as the looking forward to the
pension and the retirement (Participant 8).
Participant 9 also reported that the organization appeared to examine different groups of people
but did not necessarily concentrate on generational differences. He stated:
It is interesting to see that the organization that I work for and how they do take into
account different groups of people but not really generational differences. For example,
the way retirement is heading and how they plan for that with different people. But the
interesting thing that I have seen is they want to talk about us retaining and concentrating
on the Millennials, but they don’t have any strategies to do so. To me, this reflects a lack
of values that focus on the generational cohorts, which is something they really to change
(Participant 9).
This highlighted that the organization was making an increased effort in terms of better
understanding the values associated with their multigenerational workforce. This information
MULTIGENERATIONAL WORKFORCE 58

allowed for a broader understanding of ways in which the organization was demonstrating their
understandings but needed to continue in this effort to ensure that actions were being taken that
were in alignment with their levels of understanding.
Identified Emerging Influence: Retention Strategies were Lacking that Aided in
Motivating Multigenerational Cohorts

An unexpected influence emerged from the data was one that was not originally being
explored; however, appeared to be a significant issue that the participants’ discussed. This
influence included that of an organization’s retention strategy and how they appeared lacking
when it came to promoting motivation within the multigenerational cohorts. The majority of
participants discussed how their organization did not appear to currently have specific retention
strategies that aligned with the different generations; however, participants were able to highlight
strategies that could aid in this area. Participant 1 highlighted the importance of the organization
completing research to better understand the differences found within the different generations.
Participant 1 stated:
I think the best strategy would be for an organization to recognize the difference in each
generational type, you know, really take the opportunity to do the research to see what
motivates this generational type vs this one, and see how they can develop different
programs that would be helpful to each generational type, or if there is going to be a
change or there's going to be something new when it comes to the creative way to
introduce those changes to that generational type, so they will be more receptive to it
(Participant 1).
Participant 3 discussed that although their organization did not have any current retention
strategy that was directly aimed at the different generations, they attempted to provide autonomy
to employees to better understand their motivations outside of monetary influences:
MULTIGENERATIONAL WORKFORCE 59

Our retention has been something the department has tried to focus on for several years,
and we have not done what I think is a good enough job as a strategy, department-wide.
We actually have a new HR director who is focusing on that. So, for me personally,
within my group, I try to make ... I don't know. I try to give them autonomy, give them
decision making, and let them ... I mean, they understand. We talk about why we're doing
this. We're not doing it for the money, really. We could all be in the private sector, doing,
you know, something making more money (Participant 3).
Participant 2 also discussed how their organization did not have any specific retention plan
focusing on the different generations; however, they were able to discuss how high turnover was
to be expected with their contract employees, so finding alternative ways in which to motivate
not just an employee but also that of a state or contract worker. Participant 2 stated:
There are some very specific strategies. Our agency does not have anything in writing
although we've had lots of talks and also, we just got a new HR director hired on and
they're looking at it from an overall perspective. A lot of its clear path, they'll have a
generic clear path where you go from the book from one to two to three. The problem I
have is that we have so many contractors. A lot of those have not stayed employed. So,
when we're talking about retention, I'm just looking at retaining the individual, but also
there a contract or a state employee.
Participant 2 highlighted the need for better understanding retention issues between the different
generations, but also between that of the type of working status that employees hold. Again,
Participant 2 stated that there were talks within their organization that focused on retention
strategies between the different generations, and hopefully with an influence from a new human
resources director, new implementations could be made.
MULTIGENERATIONAL WORKFORCE 60

Participant 4 stated that although his organization did not appear to have any current
retention policies for the multigenerational workforce, they felt that this could be accomplished
by better understanding the employees at a managerial level. Participant 4 stated:
It's kind of like being in a classroom where you've got multiple grades, 2nd, 3rd, 4th, 5th
grades. Some are older, some are younger. Some know more than others, you know. You
take down the wall, all of them take, and they interact on a daily basis and it's not about
what they're interacting about. The fact that they are interacting is what's going to take
and create that dynamic that you're looking for and that's people working together
(Participant 4).
Participant 5 reported that their organization would benefit from beginning to address strategies
that can aid in retention by stating:
Yeah. I think, again, if we have more workshops, and specifically in the agency I work
for, if we had more workshops on diversity, including generational differences, that
would help people to see the value in each other (Participant 5).
Participant 6 was able to examine organizational structures more intensely when discussing how
the organization did not understand the different generational cohorts, and they did not have
plans to follow through with the building of retention strategies. They stated:
I think overall at that level honestly, I don't think at the executive commissioner, deputy
commissioner, the HR director, at that decision-making level, I don't think they get it. I
think they're just ingrained in the day to day this is the work we got to do, we've got to
make sure that the ... we've got to follow policy, we've got to make sure we're not sued,
we got to issue this, and I don't think they take the time to really think about the dynamics
of that (Participant 6).
MULTIGENERATIONAL WORKFORCE 61

Participant 9 also stated that although his organization discussed the different generations and the
importance of concentrating on building retention strategies for Millennial employees, his
organization did not appear to have any specific strategies. He stated:
Upper management in my organization does talk about the importance of retaining the
Millennial population; however, with that being said, they kind of leave it up to each
individual manager to decide what to do to accomplish this goal. They don’t appear to
have any specific strategies or goals in order to accomplish this retention mission
(Participant 9).
This theme highlighted an apparent lack of retention policies that the organization had for the
multigenerational workforce; however, it was apparent that the participants had or employed
individual ways in which to retain their employees across the different generations.
The department with the overarching responsibility for providing best practices and
business solutions such a procurement and human resource policies to the state and local
government entities produced each Fiscal Year 2017 Workplace Report. The purpose of this
report was to help provide a better understanding of the state’s current and future workforce. To
better understand retention policies that focus on a multi-generational workforce, the Department
of Administrative Service’s Fiscal Year 2017 Workplace Report discussed the importance of
managers learning to understand and work more effectively with the Millennial population. The
workplace report stated:
Over the past year, millennials have been the largest generation of hires at nearly 59.0%
and will be 40% of the entire working population by 2020. This generation is less
enchanted by a traditional career path, nor do they expect to form a long-term contact
with their employer. During FY2017, 6,832 of new hires were millennials and during this
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same period, 5,505 millennials severed employment with state government. Business
leaders who are realizing this generations unique competencies and perspectives are
looking for ways to harness their strengths. To this point, agencies should make an
immediate effort to understand and engage millennials to retain this talent. Agencies that
do so are more likely to realize organizational goals and mission-critical objectives.
However, with that being said, the report did not discuss in detail how this could be
accomplished, aligning with the participants who reported that there was a lack of retention
policies for a multi-generational workforce.
Additionally, the agency’s management academy bootcamp training modules did not
appear to highlight the importance of working within a multigenerational workforce, as their
modules only appeared to focus on general topics- such as managing people, supervision,
coaching, counseling, and recruitment. This document highlighted a general approach to
management and did not appear to focus on any specifics related to a multi-generational
workforce.
This unexpected influence that emerged from the data highlighted that the organization
lacked strong retention strategies that aided in motivating their multigenerational cohorts. The
cost of high employee turnover is not a cost that government entities can afford and can turn out
to be rather significant. Successful employee management and retention is therefore vital to
achieving organizational stability, growth and sustenance.
The majority of participants discussed how their organization did not have a proper
retention strategy in place that aimed at motivating employees from different generations. The
participants namely discussed how different generations were seeking different motivations
MULTIGENERATIONAL WORKFORCE 63

within their work. For example, some participants discussed how Generation X and Baby
Boomers could be more motivated at experiencing appropriate retirement compensation, whereas
the Millennial generation is motivated to working their way up in the company and feeling more
successful. It was interesting to note that although the participants discussed how their
organization did not currently reflect retention policies that focused on generational differences,
there were goals and discussions that occurred towards accomplishing this. In order to retain
employees from different generations, it is imperative that organizations continue to discuss,
plan, and execute healthy organizational experiences for their multigenerational cohorts.
Summary of Findings
The purpose of this qualitative study was to explore the perceptions and experiences of
managers within a state government agency as they managed a multigenerational workforce and
developed management strategies that could be used to enhance operational efficiency. The
results of the data indicated four different themes that addressed the problem being explored;
knowledge of the different generational types promotes direction of management style,
management style reflects how managers interact and manage staff across the different
generations, Generation X was seen as the benchmark group aligned withbearer of organizational
performance and success, and the organization appeared lacking when it came to implementing
changes that reflected values. An additional identified influence also emerged that highlighted
how retention strategies are lacking that aid in motivating multigenerational cohorts.
The next section will include a strong discussion of the solutions and recommendations
of the problem statement highlighted in the study and will also address the limitations that were
encountered in the study and recommendations for future studies.

MULTIGENERATIONAL WORKFORCE 64

Solutions and Recommendations

The purpose of this qualitative study was to explore the perceptions and experiences of
managers within a state government agency as they managed a multigenerational workforce and
developed management strategies that could be used to enhance operational efficiency. The
results of the data indicated four different themes that addressed the problem being explored;
knowledge of the different generational types promotes direction of management style,
management style reflects how managers interact and manage staff across the different
generations, Generation X was seen as the benchmark or standard of organizational performance
and success, and the organization appeared lacking when it came to implementing changes that
reflected values. An additional identified influence was also highlighted that included how
retention strategies are lacking that aid in motivating multigenerational cohorts. The solutions
and recommendations of the study’s results will be discussed within the areas of knowledge,
motivation, and organizational impacts; knowledge, motivation and organizational influences all
impact performance, with recommendations being highlighted in Table 3, below.
Table 3. Recommendations and Influences
Influence Needs or Assets Recommendations
Knowledge Need Training needs to be offered
that utilizes examples and
case studies in order to gain
knowledge and experience on
the best approach to each
generational cohort.

An inability of managers
within governmental entities
to know these differences and
better understand how to
effectively approach and
work with different
generations will allow for a
stronger adaptation that is
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within a stronger alignment to
the needs of their employees.

Motivation Need State government could allow
employee representatives of
the different generations to be
included in the development
of said retention strategies.

Although different
generations should be
represented within the
employee pools of state
government when developing
strong retention programs,
training should continue to be
offered to managers to better
understand motivations,
influences, and needs within
the different generational
groups.

Organizational Need The organization also needs
to provide onboarding and
ongoing training on how best
to support a multigenerational
workforce.

Meeting with Managers to
have discussions around
concerns about leading a
multigenerational workforce
and providing an opportunity
to share any concerns, helps
the leadership move forward
to a better understanding.

Knowledge
Knowledge is a foundational factor in understanding organizational performance gaps.
Knowledge influences start with the stakeholders and what they have been taught or have
experienced. Each generational cohort comes with varied experiences that can impact the breadth
MULTIGENERATIONAL WORKFORCE 66

and depth of knowledge that they have. Training and development programs can aid in providing
a starting place for training and knowledge support but with each generational cohort comes
varying influences and dynamics that may impact the success of these programs.
Managers need to know the differences in values and expectations of each generational
cohort. Knowledge of the different generational cohorts examines essential elements that make
up each cohort and the differences in values and expectations. Employee perception of their
value in the workplace and expectations influence behavior and performance which in turn can
impact the organization through an impacted style of leadership.
The recommendation for assisting managers that need to know the difference in values
and expectations of each generational cohort is to provide training that utilizes examples and
case studies in order to gain knowledge and experience on the best approach to each generational
cohort. For example, training should focus on bridging the gap between any preconceived
stereotypes of the different generations versus real-life experiences found in the workplace
amongst the different generations.
An inability of managers within governmental entities to know these differences and
better understand how to effectively approach and work with different generations will allow for
a stronger adaptation that is within a stronger alignment to the needs of their employees, which
will have a substantial impact. These different values and expectations can have either a positive
or negative impact on employee productivity, engagement and citizenry as it relates to their
dedication and retention. Noe et al (2017) noted that leadership strategies and practices are
needed to retain and motivate people to perform at high levels in order to produce operational
success. A strong working and true knowledge about the differences between the generations in
the workplace will promote a more efficient and professional workplace.
MULTIGENERATIONAL WORKFORCE 67

Managers need to be conscious of their own biases and attitudes towards different
generational cohorts. Managers need to have not only the declarative but also the procedural
knowledge of how to manage and retain a multigenerational workforce. Workforce shifts that
result in managing generational differences require state government to continue to strive
towards active engagement of their employees (Cloutier et al., 2015). Managers need to develop
an understanding of how to interact with individuals from different cohorts, so they can best
support and develop their team. Procedural knowledge can be provided to managers on ways to
not only interact with team members from different generations but also how to develop each
individual so that their performance aligns with the organization.
Knowledge influences start with the stakeholders and what they have been taught or
experienced. Each generational cohort has varied experiences that can impact the breadth and
depth of knowledge that they have. Training and development programs can aid in providing a
starting place for organizational training but with each generational cohort comes varying
influences and dynamics.
Motivation
Employees within the multigenerational workforce must believe that they can be
successful in their roles in order to help achieve organizational success. Employee self-efficacy
is influenced by their intention to comply with standards and defined expectations from their
managers (Hofeditz, Nienaber, Dysvik, & Schewe, 2017). In order to help team members feel
confident in their ability to achieve success, managers need to feel confident in their ability to
respond to challenges as well.
In order to promote a stronger multigenerational environment within organizations, it is
imperative that state governments should continue their discussions and planning on
MULTIGENERATIONAL WORKFORCE 68

incorporating appropriate retention strategies into their policies. Along with the proper planning
and discussions to be completed at the organizational level, it would behoove state government
organizations to execute retention policies that aim at motivating the different generational
cohorts found within their employee pools. An effective way to ensure that motivation levels are
high through the implementation of retention strategies aimed directly towards the generational
differences found within an organization, state government could allow employee representatives
of the different generations to be included in the development of said retention strategies. This
will allow the different generations to be appropriately represented and ensure that motivating
factors are appropriate, efficient, and in alignment with each generational group. It should also
be noted that with a manager’s increased awareness and understanding of the differing
generational groups, it will be easier to understand and track individual motivations through
policies once they are implemented. Meeting in both group and individual environments can
ensure that retention policies are working effectively, allowing the different generational groups
to participate in this important journey of higher retention.
It is recommended that although different generations should be represented within the
employee pools of state government when developing strong retention programs, training should
continue to be offered to managers to better understand motivations, influences, and needs within
the different generational groups. During training exercises, the manager should be educated and
role-play ways in which they can better understand motivations within each generational group.
For example, managers could learn to communicate a retention policy with their employee that is
specific towards their motivations; Baby Boomers may want to better understand retirement or
benefits offered as a motivating factor, whereas Millennials may be interested in salary
compensation, bonuses, and promotions. Learning and understanding ways in which to
MULTIGENERATIONAL WORKFORCE 69

effectively communicate motivations to employees of different generations will aid in ensuring a
retention policy is appropriately implemented, allowing it to be effective with the state
government organization.
Organizational
Prevailing organizational culture affects the ability of managers to lead their teams in
meeting their goals. The ability to be able to define the culture and how cultural models of an
organization impact this success will help leaders work through how best to lead a
multigenerational workforce. Managers need to find ways to communicate with their
organization about the value of a multigenerational workforce. Effective change efforts use
evidence-based solutions and adapt them, where necessary, to the organization’s culture (Tidd &
Bessant, 2018). Using research-based information about the different cohorts and incorporating it
into their regular messages to their teams can help in supporting the change efforts around
generational thinking and assumptions.
The organization also needs to provide onboarding and ongoing training on how best to
support a multigenerational workforce. Effective change begins by addressing motivation
influencers; it ensures the group knows why it needs to change. It then addresses organizational
barriers and the knowledge and skills needed. Meeting with Managers to have discussions
around concerns about leading a multigenerational workforce and providing an opportunity to
share any concerns, helps the leadership move forward to a better understanding.
The next section will include limitations that were encountered in the study and
recommendations for future studies.
MULTIGENERATIONAL WORKFORCE 70

Limitations and Delimitations
The purpose of this study was to explore the perceptions and experiences of managers
within a state government agency as they managed a multigenerational workforce and develop
management strategies that could be used to enhance operational efficiency. As the research
developed, there were notable limitations and restrictions that need to be noted. A notable
limitation of the study is that it is specific to state government in a specific state so there was a
narrowing of the focus based on items specific to the purpose of the study. Other organizations
such as federal or city may find very different perceptions and experiences of their managers.
The main delimitation or characteristic that impacted the scope of the study involves
excluding other agencies. The agency selected for the study is one that, as the researcher was
familiar, so it provided a delimitation in the scope of those pooled and helped in the development
of the study plan. This allowed for a high-level understanding of the overall structure of the
agency which allowed for purposefully sampling of the pool of managers.
Another delimitation that may have shaped or impacted the research was the primary
researcher’s role and level of responsibility within the organization. Although checks and
balances were put in place such as scrubbing of the data of any names or unit specific
information, each participant was made aware of the primary researcher’s identity when they
received an email from the researcher’s University of Southern California student email address.

Recommendation for Future Research
There is a need for future researchers to continue to expand on the knowledge,
motivational, and organizational constructs that were noted within the concepts of this study. For
example, it is recommended that future research should focus on training programs in order to
MULTIGENERATIONAL WORKFORCE 71

ensure that managers have the appropriate knowledge of inter-generational cohorts. As such,
training programs require additional research to demonstrate their effectiveness regarding
increasing one’s level of knowledge. This is critical as training and development programs for
managers can aid in providing a starting place for organizational training as with each
generational cohort comes varying influences and dynamics.
A second recommendation for future research concentrates on the motivational construct
of this study. It is recommended that future studies focus on the motivations of the different
generational cohorts. For example, as new generational groups enter the workforce, it is essential
to determine what these motivational strategies are in order to retain employees. Additionally,
future research should continue to focus on the motivation of both managers and current
generational groups in order to ensure that currently identified motivations remain or change in
order to keep up with the changing values of the generational groups.
A third recommendation includes that of the organizational construct. A recommendation
for future research could include the ability to continue studying barriers that organizations’
encounter in the face of developing training programs, retention strategies, and policies and
procedures for a multi-generational workforce. This can be completed over a longer period of
time to determine how effective these strategies are as a longitudinal study.
Because this study experienced a limitation that focused on the inability to generalize the
results to other populations, future research is recommended. For example, because this study
completed research on a state government agency, the results are only generalizable to this
population. Future research can be completed within other state departments and organizations
from both a non-profit and for-profit viewpoint.

MULTIGENERATIONAL WORKFORCE 72

Conclusion
The purpose of this qualitative study was to explore the perceptions and experiences of
managers within a state government agency as they managed a multigenerational workforce and
developed management strategies that could be used to enhance operational efficiency. The
results of the data indicated five different themes that addressed the problem being explored;
knowledge of the different generational types promotes direction of management style, retention
strategies are lacking that aid in motivating multigenerational cohorts, management style reflects
how managers interact and manage staff across the differing generations, Generation X was seen
as the standard or benchmark of organizational performance and success, and that the
organization appeared lacking when it came to implementing changes that reflected values.
Based on the corresponding data, it is imperative that state government organizations better train
their leaders to continue understanding the differences between the multigenerational cohorts.
Also, organizations should ensure that they are placing the values of the different generations
into their retention policies, by ensuring that they are offering benefits and other motivations to
their employees based on their generation characteristics versus that of the company policies
alone. This will ensure that operational efficiency will be enhanced.

MULTIGENERATIONAL WORKFORCE 73

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Appendix A: Participating Stakeholders with Sampling Criteria
for Survey and Interview

Participating Stakeholders

Interview Sampling Criteria and Rationale

Several overarching questions come to mind when determining overall the strategy for
Interview and/or Focus Group Sampling. Who can provide the information relevant to the study?
Will this selected group provide honest feedback on the interview or within the focus group?
How much within each group (generational, hierarchical) need to be within the group sampled?
Because the leadership group impacts the hiring and retention strategy of the agency, this group
is the most influential in any changes that may take place. These individuals are in positions that
allow them to see the interactions between the different generational cohorts and where gaps in
their understanding of each other may impact the organization.
Criterion 1. Member of the leadership team that manages at least one employee. Some
individuals on the management team do not have any direct reports.
Criterion 2. A member of the leadership team that has managed a team for over one year. This
one-year mark is due to the annual 360 review period and getting an opportunity to sit on a panel
or committee which impacts employee engagement.
Criterion 3. A member of the leadership team of the agency. There are several management
positions that are out of state and manage teams virtually and not in a setting that allows these
individuals to interact with each other often.

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Appendix B: Interview Protocol

Each participant will be provided a copy of the interview protocol. This will allow for all
parties to be aware of the problem related to the need for responsive practices that address
retention of the multigenerational workforce in state government. Some of the participants may
be counterparts or subordinates, so another University of Southern California (USC) cohort
member will be conducting the interviews, reviewing the original transcripts and cleaning the
transcript of names and any other identifying pointers.
The interview protocol also reviews the following:
- That there will be the use of a consent form which each participant is asked to sign.
- There will be the use of a recording device that will note the date, time and location
and how the recording will be stored and used.
- The interviewer will discuss at a high level how the information will be coded.
- The length of time anticipated for the interview.
- Questions will be read in sequence, and the participant will be asked if they would
like to have the question repeated for clarification if there are multiple parts.
Upon completion of the interview, the interviewee will be thanked and given a copy of the
consent form as well as contact information for the researcher

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Appendix C: Interview Questions

1. How long have you worked with the agency?
2. How long have you worked in a leadership capacity with the department?
3. How many individuals do you manage directly or indirectly?
4. How often do you meet with your direct reports?
5. Have you observed any notable differences between the following cohorts?

6. Do you feel that your management practices differ for employees of different generations?
Why or why not? And how?
7. How do you feel about your ability to work with/or supervise employees of multiple
generational cohorts?
8. Are there any cohorts that stand out to you when you think of ‘organizational success’?
9. Are there differences in how each generational cohort is seen in the workplace?
10. What kind of work environment and retention strategies are helpful to drive retention of a
multigenerational team?
11. Do you think there need to be specific strategies?
12. Is gaining an understanding of the multigenerational workforce essential to organizational
success? Why or why not?
Generational Cohort
Birth Year
Range
Start
Birth
Year
range
End
Youngest
Age
Oldest
Age
Baby Boomer Generation 1946 1964 53 71
Generation X (Baby Bust) 1965 1979 38 52
Generation Y - Millennials - Gen
Next
1980 1995 22 37
iGen / Gen Z 1996 2010 7 21
MULTIGENERATIONAL WORKFORCE 83

13. Do you feel that the organization understands the different values and motivations of the
multigeneration workforce?

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Appendix D: Credibility and Trustworthiness

Credibility and Trustworthiness were both critical aspects of this research process. Through
the data gathering phase, it was important that those that shared the qualitative data knew that the
research data gathered and presented was accurate and factual (Merriam and Tisdell, 2016).
Research participants could have expressed concerns about how the information was used and
may have wanted to know that the research was credible, transferable, confirmable, and
dependable. The participants in this qualitative study were individuals who were in the
regulatory field and had documents to show the intent, security and overall use of the
information gathered was essential components to help in creating an environment of credibility
and trust. As employees within a regulatory agency, the culture of the agency was one of “trust
but verify” so although the researcher could have mentioned the intent, it was crucial to show
proof by way of documentation to the interviewee. These measures helped the participants to
gain a level of comfort with the research process (Merriam and Tisdell, 2016).
In order to ensure credibility and trustworthiness within this study, the researcher applied for
and received permission from the university’s Institutional Review Board (IRB) as well as
developed an interview protocol where a list of semi-structured interview questions were sent to
three individuals who had similar professional and educational experiences. The panel of three
individuals reviewed the semi-structured interview questions to ensure that they were in
alignment with the study’s purpose, research questions, and methodology, and were requested to
provide any feedback discussing how the questions could be more aligned to the study. Each of
the three-panel members did not recommend any major changes to be made to the semi-
structured interview questions. Additionally, the researcher also completed member checking,
where the transcript of the interview was shared with each of the 10 participants. The participants
MULTIGENERATIONAL WORKFORCE 85

were able to review the transcripts to determine the accuracy of the data, with all participants
reporting that the transcripts were accurate with the information that they presented.

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Appendix F: Ethics

This research study focused on how government organizations are positioned to retain
their employees and to promote a multigenerational workforce within state government agencies
such as the Department of Revenue (DOR). The stakeholder group of focus was managers and
supervisors that implemented retention strategies within a multi-generational workforce. While
conducting surveys and interviews with this stakeholder group, there were some ethical aspects
that the investigator was cognizant of as she carried out the research.
As a member of the management team of the department, the researcher had an interest in
seeing how the organization was positioned or viewed and how it was aligned for long-term
success. Some of the participants were counterparts or subordinates, and that was taken into
consideration. Another University of Southern California (USC) cohort member conducted the
interviews, reviewed the original transcripts, and cleaned the transcript of names and any other
identifying items. Each participant was notified before the interview began and was able to walk
away from the interview or focus group with a clear understanding of what was expected and
clear documentation, so there was no impact on their jobs, their perceived performance, and
other areas specific to their work.
All members of the research, whether serving as a researcher or a stakeholder being
interviewed had a clear understanding of what the research was about, what was involved, and
what role they played (Merriam and Tisdell, 2016). This was best conveyed as a part of the
consent form, so all parties could review a summary statement regarding the project and then
able to sign or in some way record their consent to participate. Due to the nature of the approach,
the details of the research questions were provided as a part of the consent document as well as
written notification as to whether the respondents were able to remain anonymous.
MULTIGENERATIONAL WORKFORCE 87

Appendix F: Implementation and Evaluation Plan
The purpose of this project was to assess the attitudes and perceptions of managers within
a state government agency as they managed a multigenerational workforce and developed
management strategies that could be used to enhance operational efficiency. Data was collected
from managers who worked within a state agency located in the United States. The agency that
was a part of this study was responsible for the collection of taxes and fees from individuals and
businesses. This tax-collecting agency’s responsibilities also include the regulation and
enforcement of alcohol and tobacco statutes; managing the taxation of interstate trucking;
reviewing county property tax digests and the administration of the unclaimed property program.
The mission of the agency was to administer the tax laws of the state fairly and efficiently in
order to promote public confidence and compliance while providing excellent customer service.
The agency is committed to becoming the fairest and most efficient tax administrator in the
United States. Areas of focus include maintaining a highly motivated and well-trained
workforce, providing customer service that far exceeds taxpayer’s expectations as well as
measuring not only operational costs but also the costs that are imposed on taxpayers.
This research was guided by three research questions:
1. What are the stakeholder knowledge and motivation barriers related to implementing
strategies to manage a multigenerational workforce effectively?
2. What is the relationship between organizational culture and context, and stakeholder
knowledge and motivation as they relate to the multigenerational workforce?
3. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources that will impact the ability of managers to foster
an inclusive multigenerational workplace environment?
MULTIGENERATIONAL WORKFORCE 88

All data was analyzed in a qualitative manner. The semi-structured interviews were analyzed
utilizing NVivo 12.0, a qualitative software program that is used by the majority of research
universities. NVivo 12.0 aided the researcher in coding the data and placing it into themes
that were identified by the participants. In addition to NVivo 12.0, the researcher also utilized
a qualitative codebook, which allowed her to become familiar with the participants’
quotations in relation to the themes that were developed (Bernard, Wutich, & Ryan, 2016).
When approaching the data analysis of the semi-structured interviews, the researcher
followed an inductive approach.
The length of this project was 48 months and the budget for this project was $1500. This
research also monitored ethics, where the study was approved by the university’s
Institutional Review Board (IRB), and also participants were able to sign a consent form that
discussed confidentiality, the risks involved in participating in the study, and the steps used
to ensure that the data collected remained private and confidential.

Abstract (if available)

Abstract The current workforce presents a dilemma for managers. Workforce shifts have resulted in a change in managing generational cohorts while state government entities continue to strive towards success . The purpose of this project was to assess the attitudes and perceptions of managers within a state government agency as they managed a multi-generational workforce and developed management strategies that could be used to enhance operational efficiency. The study explored a qualitative approach by collecting data through over the phone semi structured interviews from managers who worked within a state agency located in the United States. The state entity operated a large and diverse workforce with Traditionalists, Baby Boomers, Generation X, Millennials and Generation Z sharing the same work space.

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Asset Metadata

Creator Steele, Georgia (author)

Core Title Management of the multi-generational workforce in state government

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 12/14/2020

Defense Date 10/22/2019

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag attitudes,baby boomers,Generation X,Generation Z,generational,generational cohorts,management strategies,managers,millennial,multi-generational,OAI-PMH Harvest,operational efficiency,perceptions,state government,traditionalists,workforce,workforce shifts

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Hanson, Katherine (committee member), Phillips, Jennifer (committee member)

Creator Email gsteele@usc.edu,gsteele876@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-254087

Unique identifier UC11673253

Identifier etd-SteeleGeor-8066.pdf (filename),usctheses-c89-254087 (legacy record id)

Legacy Identifier etd-SteeleGeor-8066.pdf

Dmrecord 254087

Document Type Dissertation

Rights Steele, Georgia

Type texts

Source 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 a...

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