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Evaluation of practice toward successful multigenerational engagement

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Evaluation of practice toward successful multigenerational engagement

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Content Running head: SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 1

Evaluation of Practice Toward Successful Multigenerational Engagement
by
Bruce Elliot

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

December 2018

Copyright 2018 Bruce Elliot

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 2

Abstract

Research about generational differences has generated several familiar themes.
Generations are said to have different values, different work–life balance objectives, and
different work ethics. Many practitioners and researchers have considered whether these age
stereotypes influence perception and recommended adapting new workplace practices. Thus,
business leaders today feel pressure to reshape management routines to support a
multigenerational workforce, attract and retain talent, and adapt new workforce practices that
engage these diverse teams. This paper examines the issue from a new perspective and focuses
on identifying those factors that bring generations together to achieve successful
multigenerational engagement in the workplace. These research findings suggest that in an
effective workplace culture with high engagement scores, all generations can rally together
behind common goals and build shared competencies through adaptive learning without
restructuring workplace management routines and adding new workplace practices. The focus
on goal achievement without the distractions of new work practices will preserve the existing
powerful and effective culture and engage a diverse multigenerational workforce with its
company mission.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 3

Dedication
To the many mentors and leaders throughout my life who have been patient and shared
my enthusiasm for growth and learning. Who we are and who we will become is not completely
determined yet. Embracing a learning culture and dedicating ourselves to self-improvement is
the cornerstone to change for better as long as we shall live. Whether we change ourselves
spiritually, mentally, or physically we will open our mind and body to new opportunities leading
us toward self-actualization. As we all remember from business school, “Maslow’s motivation
theory of Hierarchy of Needs” identifies self-actualization as the pinnacle of human behavior.
His theories parallel many other theories of human developmental psychology, and ironically,
how we are judged is not our individual success or who we became, but it’s how we supported
the growth, development, and success of our compatriots that defines the essence of our value.
The strength of who we will become will be defined as we accept the contribution of ideas from
every generation and lead through others. Let no one’s runway be too short to achieve one’s
aspirations.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 4

Acknowledgements
I want to thank the leadership and hardworking people of the host company. I know their
dedication to their mission will soon return market dominance in their favor. The selection of
the pseudonym Wabi Sabi for the host company in this research project was reflective of its
strong employee engagement and its aggressive pursuit of improving market performance. Wabi
Sabi is a Japanese term that reflects the art of finding beauty in imperfection and the learning
culture and positive work environment of the host company. I truly enjoyed my 2-year tour on
their executive team and learned there are no limits to achievement if we embrace our goals.
This dissertation brought personal growth and development and could not have been
completed without the support and encouragement of my loving family and the exceptional
faculty of USC. The daily inspiration from my wife, Micah, and my three kids, Olivia, Bobby,
and Hannah, helped me on my journey forward and provided me confidence and energy to reach
graduation. Additionally, the academic support I received from my dissertation chair and
committee was invaluable. Dr. Kimberly Hirabayashi provided the experience and foresight to
guide the study and ensure I had the fundamentals to conclude the study. Dr. Monique Datta as a
member of the admissions board had faith in me and started my doctoral educational journey,
and Doug Lynch provided great energy and helped uncover existing empirical research and steer
conceptual understanding. The learning and growth I gained over the last few years at USC have
provided a solid foundation for me to move forward in academia, and I commit to reciprocating
the generosity bestowed on me to others committed to learning.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 5

Table of Contents
Abstract 2
Dedication 3
Acknowledgements 4
Table of Contents 5
Problem of Practice 7
Organizational Context and Mission 8
Importance of Addressing the Problem 8
Purpose of the Project and Questions 9
Organizational Performance Goal 9
Stakeholder Groups of Focus and Stakeholder Goal 10
Review of the Literature 11
Stereotypes in the Workplace 11
Successful Multigenerational Engagement 12
Knowledge, Motivation, and Organizational Influences 13
Knowledge Influences 15
Employee awareness of abilities 16
Motivation Influences 17
Self-efficacy theory 18
Expectancy value theory 18
Organizational Influences 19
Interactive Conceptual Framework 22
Data Collection and Instrumentation 25
Methodological Approach and Rationale 27
Document artifacts 28
Qualitative interviews 29
Data analysis 29
Results and Findings 31
Document Artifacts’ Findings 31
Qualitative Interview Findings 33
Gen Z 33
Millennials 34
Generation X 34
Baby boomers 35
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 6

Knowledge Findings 36
Awareness of Generational Differences 34
Diverse Workforce Respects Generational Contributions 37
Motivation Findings 38
Employee Confidence Can Aid Generational Differences 38
Employees Value Collaboration 39
Organization Findings 40
Cultural Influencers 40
Cultural Setting 42
Recommendations for Practice to Address KMO Influence 43
Workplace Multigenerational Education 46
Formalize Training and Development Program 46
Provide Incentives for Team Goal Achievement 48
Encourage Others to Learn. 49
Create Collaboration Opportunities 50
Limitations 51
Recommendations for Future Research 51
Conclusion 52
Appendix A: Interview Protocols 54
Appendix B: Credibility and Trustworthiness 57
Appendix C: Validity and Reliability 58
Appendix D: Ethics 59
Appendix E: Evaluation Tools (Levels 1–2) 61
Appendix F: Evaluation Tools (Levels 1–2) 64
Appendix G: Integrated Implementation and Evaluation Plan 69
References 81

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 7

Problem of Practice
Today’s employers lead a complex workforce that is experiencing more
multigenerational integration than have previous workforces. The challenges that face
workplace leadership include understanding the demands of the multigenerational team and
finding ways for employees to work together toward shared goals (Bhandarker, Singh, & Rai,
2012). For instance, each generation has unique characteristics, values, and different needs
(Cekada, 2012; Fogg, 2009). In a 2-year study of multigenerational workplace engagement,
hundreds of managers and employees were interviewed in a variety of work environments and
revealed many points of tension (Espinosa, 2010). Each generation tends to express a different
idea about workplace expectations, communication needs, and feedback expectations, and their
perceptions differ on how respect is earned (Pearce, 2015). If these points of tension are left
unresolved, generational differences in the workplace can disengage highly productive
employees. Employers that fail to engage today’s multigenerational workforce risk degrading
their ability to accomplish their business objectives and company mission. Finding ways to unite
generations to work toward accomplishing shared goals offers a generationally diverse strength
more powerful than when these generations stand alone (Swan, 2012).
In today’s workplace many organizations have grown from employing two to five
generations of talent: the silent generation, baby boomers, generation X, and generation Y or
millennials. The workforce is aging as the silent generation and baby boomers delay retirement
(Ernst & Young Global Generation, 2015; Noorani, 2014; Swan, 2012; Starr, 2014). The U.S.
Department of Labor Statistics (2016) reported that 22.7% of the workforce is represented by the
silent generation and baby boomers and 21.6% by gen X. The majority of today’s workforce is
comprised of millennials at 43.1%. Recently and for the first time in US history, a fifth
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 8

generation has begun its entry into the workforce, generation Z. This new labor pool is 16–24
years old and supports 12.5% of the workforce. At a time when organizations are becoming
more collaborative, these multigenerational workers have become more complex with mixed
expectations toward workplace engagement, employee professional development, and employee
collaboration (Noorani, 2014; Swan, 2012).
Organizational Context and Mission

Wabi Sabi Manufacturing (Wabi Sabi) is a pseudonym for the U.S. division of a global
food production and distribution company. Wabi Sabi Manufacturing employs over 400 men
and women in various functions. The employees make up a wide generational range from the
millennials to the silent generation and are represented by many ethnic groups across the United
States. As Wabi Sabi Manufacturing transforms into a category leader, it must engage its
multigenerational workforce in its mission and vision. This company is an excellent
environment in which to study multigenerational engagement because of its wide distribution in
ages across many diverse cultures.
Importance of Addressing the Problem
It is important for today’s multigenerational workforce to engage with each other in an
effective and positive manner. The challenges that face workplace leadership are to understand
the demands of the multigenerational team and to find ways for employees to engage action
toward shared goals (Bhandarker et al., 2012). Research has indicated that employees operating
in a learning environment with professional development support workgroup engagement to
create a positive work environment (Clark & Estes, 2008; Grossman & Salas, 2011). The
leading reasons to address these new workforce generational complexities include individual and
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 9

team performance degradation, employee retention difficulty, and the ability of leadership to
keep the organization focused on its vision and mission.
Purpose of the Project and Questions

The leading reasons to address these new workforce generational complexities include
individual and team performance degradation and the ability of leadership to keep the
organization focused on their vision and mission. By addressing the workforce generational
complexities, we seek to answer the following research questions:
1. To what extent is Wabi Sabi achieving a highly engaged and proficient workforce?
2. What is the stakeholder knowledge and motivation related to achieving a diverse
multigenerational organization?
3. What is the interaction between organizational culture and context and stakeholder
knowledge and motivation?
4. What are the recommendations for organizational practice in the areas of knowledge,
motivation, and organizational resources?
Organizational Performance Goal

The vision of Wabi Sabi is to capture a leadership position in the easy meal solutions
market. To realize this vision by 2020, Wabi Sabi has a goal to capture a majority share in the
Asian noodle category. Passionate about this goal, the son of the company’s founder and current
chairman of the Wabi Sabi enterprise is willing to invest capital and take decisive action to be
the U.S. category leader again to honor his father’s iconic achievement. The company has
committed to investing in new talent to bring best industry practices, finance new equipment for
greater productivity, and embrace research and development to bring new innovation to an aging
brand. Successful multigenerational engagement will offer improvements in its customer
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 10

service, cost, and personnel development to help the company become more effective and move
closer to regaining its category dominance.
Stakeholder Groups of Focus and Stakeholder Goal

Wabi Sabi knows it needs to change its processes and energize its employees to meet its
vision and goals. Its stakeholders include the family ownership, shareholders, and the
employees. Since the mid-twentieth century, the company has grown and now has many
shareholders that have fueled the global development. These shareholders desire a return to
market dominance and are willing to invest more capital to improve investment returns. Lastly,
the company employees are eager to regain the leadership position in the Asian noodle category.
This modern-day aspirational transformation must allow the workforce to work efficiently in
diverse multigenerational teams. They know with the success of the company there will be
employee rewards in the form of increased compensation, better benefits, and a secure
retirement. All of the company stakeholders need to be efficient and motivated to win the Asian
noodle consumption battle in the marketplace. Wabi Sabi stakeholders also know that losing
market share in the United States can force consolidation and the withdrawal of company
resources. This is a critical time for the company and its stakeholders to show strength and
leadership as they transform the organization.
The most complete analysis would incorporate all stakeholder groups into the study,
allowing a thorough understanding of the multigenerational workplace influences and the effects
of common goals and integrated development and training programs to unite these generational
differences. The employee stakeholder group will serve as the primary focus of the research in
an effort to streamline efforts and meet time and cost objectives. This streamlined approach on
the employee stakeholder group allows research effort to concentrate on knowledge, motivation,
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 11

and organization (KMO) influences specific to the multigenerational employee workforce to
provide insights into multigenerational influence and performance outcomes.
Review of the Literature

This section is dedicated to research conducted on age stereotypes in the workplace and
on what divides today’s generations; however, the focus of this study will be on the benefits of a
multigenerational workforce. This section begins with research on how the modern-day
workplace has evolved into a multigenerational effort forced to continuously improve processes
as capabilities and technologies continue to transform the work environment (Half, 2010). There
is also a review of knowledge, motivation, and organizational theory of the multigenerational
workforce. Today’s multigenerational workforce is complex with vast capability when they trust
and respect each other in the workplace.
Stereotypes in the Workplace
Each generation has unique characteristics and values and different needs, and these
differences often lead to workplace stereotypes, such as the inaccurate picture that older workers
are resistant to change (Campion & Posthuma, 2009, Tavakoli, 2015). There is substantial
research into and a common belief that older workers are resistant to change, as was made
evident by a 2010 Sloan Center survey of 27 U.S. state agencies. The survey found negative
attributes were perceived among aging workers and that 41% of participants believed baby
boomers were resistant to change and 34% of workers stereotyped late-career employees as
reluctant to try new technologies (Boston College, 2011; Campion & Posthuma, 2009). The
evidence of this age stereotype can also be found in remote populations and communities that
may not be influenced by advanced technology and global perceptions (Chari, Chimbindi,
Chikozho, & Mapira, 2013). A 2013 case study of the Gokwe Cotton Company in Zimbabwe
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 12

sampled 50% of its 120 employees and found that employees believed that older members of the
organization did not support organization change as much as their younger coworkers did. Both
the U.S. and Zimbabwe studies found stereotypes and perceptions of older workers to resist
change even while older workers were found to be more loyal to their employer and dedicated to
the organization’s success (Boston College, 2011; Chari et al., 2013). These findings directly
correlate to why employers are reluctant to invest in training for older workers (Campion &
Posthuma, 2009; Felix, Vhuramayi, Martin, & Nyasha; 2013) and prefer to offer valuable
professional development to younger organizational talent.
Successful Multigenerational Engagement
Much of the multigenerational workforce literature has focused on changes in the
composition of the workforce and the resulting generational conflicts. There is limited literature
and scarce empirical research that has plotted a multigenerational roadmap for organizational
success (Murphy, 2007). Global leader and scholar Edward Lawler (2003) has identified the
relationship between an individual and an organization as a “virtuous spiral” (p15-21) that occurs
when employees are valued and rewarded by their organization to drive an increased individual
commitment to higher performance. One mixed-method study (McAndrew, 2010) focused on
high-performing workplaces by using emailed surveys and supplemented focus groups to learn
what helps leaders do their best work, what constitutes a good workplace, and how to improve on
the ability to retain, support, and promote staff across generations. The top three findings of this
1,000-worker study were that having positive workforce relationships among diverse teams is
essential to performance; having a mission-driven workforce was the second most important
finding, followed by having clear processes in a collaborative environment offering the freedom
to make independent decisions. The differences that have been found in multigenerational
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 13

studies have been low in magnitude and inconsistent. Workers from different generations have
historically worked effectively together, and these generational conflicts are not new challenges.
These empirical findings provide a foundation of understanding of what characteristics help
create a good workplace environment and offer insight into the direction of further research.
Knowledge, Motivation, and Organizational Influences

Today’s employers lead a complex multigenerational workforce that is experiencing
workplace conflict as four and sometimes even five workforce generations begin a
multigenerational workplace relationship never practiced before. The challenges that face
workplace leadership are to understand the demands of the multigenerational team and to find
ways for employees to engage effectively with each other and be highly proficient in their work
(Bhandarker et al., 2012). Research indicates that employee professional development and
training aid workgroup engagement creating a positive work environment (Clark & Estes, 2008;
Grossman & Salas, 2011). According to a corporate executive board study (Martin & Schmidt,
2010), 70% of the US workforce lacks attributes essential to grow their organization. Today’s
leaders of the multigenerational workforce embrace professional development and training as a
means to grow their organizational capability and create a working environment that offers
purpose and mastery (Grossman & Salas, 2011). When employers provide professional
development and training, the workforce recognizes it as a step toward improved team
engagement, mastery in core responsibilities, and achieving stakeholder goals.
Organizations invest billions of dollars each year to develop and train their employees,
but research shows the effectiveness of this training is inconsistent (Grossman & Salas, 2011).
Development and training are considered critical enablers for organizations as they arm their
employees with the knowledge and skills needed to gain organizational growth and innovation.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 14

CEL & Associates (2003), a leading consulting firm, reported that more than 70% of firms do
not have sufficient employee succession to provide contingencies against the pending employee
retirement by baby boomer and gen X employees from the workforce (Cappelli, 2008).
Improving the organizations’ capability can generate a positive transfer of knowledge and skills
to employees of all generations and organizational hierarchy (Alexander, Schallert, & Reynolds,
2009; Carpenter, 2012; Mayer, 2011). Employee development and training may also offer
opportunities for workforce engagement and organizational growth toward shared goals.
Understanding knowledge influences should improve understanding of what active ingredients
are needed for successful development and training programs (Clark & Estes, 2008).
Clark and Estes (2008) viewed workplace culture as being in the environment, part of
groups within the organization, and existing in employees and their work practices. The work
environment may influence culture with physical barriers or enablers and with technological
usage. For example, physical changes such as office redesigns or company relocations can have
a significant impact on an organization’s culture and its workplace performance. Also, with the
introduction of new technology, organizations change the work processes and can affect
communications between employees, which may influence the company’s existing cultural
balance. Another view of workplace culture is that groups have a significant influence on a
workplace (Clark & Estes, 2008). At Wabi Sabi, there are significant differences between
Japanese and U.S. workers, such as the care and often extended time that the Japanese leaders
will take beyond their U.S. counterparts to get to a decision position. Organizations often suffer
from conflicts between cultural groups (Clark & Estes, 2008); however, Wabi Sabi seems to
welcome ethnic diversity and manages the differences with little conflict. The third view of
workplace culture regards individuals and their work processes (Clark & Estes, 2008).
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 15

Individuals process work by drawing from their core knowledge and motivational patterns, and
they influence the workplace environment. Trying to influence culture by affecting an
employee’s natural culture is the least effective means to drive positive change in the workplace
(Clark & Estes, 2008). Each of these common approaches to culture in organizations may help
manage change and influence performance.
Knowledge Influences
Knowledge influences have been studied for decades and have evolved from six major
categories to a current accepted structure of four categories: factual knowledge, conceptual
knowledge, procedural knowledge, and metacognitive knowledge (Krathwohl, 2002). According
to Mayer (2011), factual knowledge is considered the understanding of the most basic knowledge
to grasp the discipline in which one is participating. An example of factual knowledge is the
ability of a production scheduler to know the engineered line speed of the manufacturing
equipment enabling her to calculate projected output. Conceptual knowledge is an understanding
of the interrelationship between various elements of a particular discipline. An example is the
ability of a production scheduler to understand the effects of allergens on food processing lines
and potential for cross-contamination when combined with production requirements. Procedural
knowledge is the understanding of a process to accomplish a task or assignment and is the most
critical knowledge dimension to meet performance objectives. Procedural knowledge for a
production scheduler would be knowing how to draft a detailed production schedule that
supports all of its stakeholder’s information requirements. Lastly, metacognitive knowledge is
the ability to use knowledge in adaptive ways and is the most powerful dimension (Mayer,
2011). For example, the production scheduler at a manufacturing plant is a demanding and
complex position that requires metacognitive ability. The production scheduler must be able to
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 16

organize customer demand and frame it into a production run strategy that optimizes line
capacity, minimizes manufacturing changeovers, and meets customer quality and delivery
expectations. The ability for employees to succeed in their roles directly correlates with
metacognitive knowledge and the employee engagement level across all generational
workgroups (Krathwohl, 2002).
Employee awareness of abilities. Employees have dissimilar experiences and vast
differences in their skills and abilities. Today’s multigenerational workforce proliferates these
differences, and the rapid advances in technology and communication over the last 20 years have
increased the disparity of these skills (Cekada, 2012). The ability for all employees to reflect on
their experiences can help them understand their ability and formulate a development plan
forward. This type of cognitive reflection is referred to as metacognitive knowledge (Mayer,
2011; Rudea, 2011). Metacognitive knowledge helps associates assess their strengths and
weaknesses and become more aware of their performance and their performance gaps. Using
metacognitive knowledge to examine areas of improvement enables employees to take
responsibility for their development (Krathwohl, 2002; Mayer, 2011, Rueda, 2011).
Performance gaps should be identified and analyzed as organizations build out teams and
determine organizational goals (Clark & Estes, 2008). Building a multigenerational gap analysis
for the organization is complex and requires diligence to stimulate employee engagement
(Rueda, 2011). For individuals to engage in a multigenerational workgroup, they need to use
their ability to cognitively reflect on their individual competencies and help develop a learning
processes that supports their needs. Completing a gap analysis can provide useful information
about the competency of a group and identify the development needs for the organization. There
are several gap analysis options to assess skills and capabilities such as surveys, interviews,
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 17

focus groups, and active listening sessions (Clark & Estes, 2008). The more accurate assessment
that the employee can provide to identify knowledge gaps, the better the organization can create
a framework for developing its people, increasing job satisfaction, and improving employee
engagement (Tomlinson, 2010).
Motivation Influences
A behavioral approach to motivation suggests that different operating environments may
generate different performance outputs for employees (McGee & Johnson, 2015). Each
employee has a motivational behavior expressed as function of expectancies and the valuation of
the goal. This is known as expectancy value motivation theory. Such an approach predicts that
when more than one behavior is possible, the behavior chosen will be the one with the largest
combination of expected success and value (Eccles, 2009). Eccles studied motivation in a
scholastic environment by testing motivation for students’ short-range goals and found that
student motivation was linked to grade performance and the value that the student attached to the
task. Students were most likely to engage if they had confidence that the activity would result in
a good performance rating and if they had strong feedback from peers, teachers, parents, and
other important influencers that they had done well.
Employees who are measured and have strong engagement with their leaders, peers, and
stakeholders are inclined to outperform employees working in isolation (Drucker, 2004).
Understanding employee motivational influences across multigenerational divides is key to
engagement and productivity measures (Rueda, 2011). As the organization trains and develops
its people, the employees must be able to unify around a common organizational mission and be
motivated to achieve the organizational goals.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 18

This study will leverage two motivational theories to influence results: self-efficacy
theory and expectancy value theory. Both theories have been used to examine the employee’s
confidence working in diverse multigenerational teams and the employee’s perceived benefits
that a diverse multigenerational team offers the organization (Bandura, 2000; Eccles, 2009;
Pajares, 2006).
Self-efficacy theory. Individual self-efficacy serves as a foundation for motivation
(Bandura, 2000; Pajares, 2006). Self-efficacy provides individuals with an anticipated outcome
based on the employees’ confidence in their ability. When confident employees are presented
with complex problems, they will be motivated to engage if they are confident their input will
deliver a successful outcome. If employees are not confident about a task and believe they may
fail, their self-efficacy affect regarding this task is negative. Employees’ perceptions about
expected outcomes, whether positive or negative, directly affect their motivation to proceed
(Bandura, 2000; Pajares, 2006). A confident workforce will foster a more collaborative team
that will work together to achieve common goals.
Expectancy value theory. Developed by Jacquelynne Eccles and focused on the
motivational and social factors influencing behavior. Expectancy value theory links
achievement-related choices to employees’ expectations for success and the value they associate
with the task (Eccles, 2009), the latter being influenced by corporate organizational hierarchy,
cultural norms, personal experiences, and other social influences. According to this theory, the
organization has three levels of associates: planner-3, planner-2, and planner-1. Each level of
associate increases based on the job complexity and is compensated with additional pay and
bonuses. The planner 1 position is the highest level of achievement and compensation for this
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 19

team. This organizational design has a clear link to individual competency and leverages the
expectancy value theory to motivate individuals to develop.
Organizational Influences
The organization’s core values, beliefs, emotions, and learned processes shape its
operating culture (Clark & Estes, 2008). A multigenerational workforce has shown to have
positive benefits on the operating cultural effectiveness by leveraging the diverse skill sets of its
members (Crumpacker & Crumpacker, 2007; Swan, 2012). Multigenerational workers bring
different life experiences and frames of reference to the workplace that influence its culture and
effectiveness (Capezza, 2010). A multigenerational workforce has a strong effective culture
when it embraces the experience of its older workforce and matches it with the new skills and
techniques brought in by younger employees (Capezza, 2010; Crumpacker & Crumpacker, 2007;
Swan, 2012). The diverse attributes of the multigenerational workforce complement each other
to strengthen organizational effectiveness, improve employee motivation, and increase employee
loyalty and work satisfaction (Swan, 2012).
This study will explore two cultural model influencers. The first is recognizing an
organizational tendency to be task oriented rather than learning focused. Having a learning
culture sets a foundation for leaders to align the daily tasks of the workforce with the goals of the
organization and is a departure from the daily firefighting associated with a task-oriented
workforce. Individual performers want to contribute to the success of team and provide value
toward goals and objectives. The second cultural model influencer finding is a lack of formal
emphasis from the organization on professional development and training. Every employee has
competencies and skills unique to their experience, but it is unlikely that an employee will have
mastery in all of the departmental tasks without ongoing development and training. To assess
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 20

this cultural model influencer, interview questions on about trust were administered to a
representative sample population of departmental personnel. Both cultural model influencers
identified in this study have been observed.
The cultural setting influencer this study explored was determining whether the
organization needs to provide opportunities for collaboration across different departments and
teams. In addition to bringing in new leadership, this changing organization has brought new
processes and new technology. Adoption of change can be difficult, and the effectiveness of this
change may not be stable. To assess this cultural setting, a sample population of the affected
workforce was interviewed to understand organizational process and employee collaboration.
The cultural setting influencer identified in this study will serve as a key to understanding the
effectiveness of a multigenerational workgroup in reaching organizational goals.
The literature that has defined the knowledge, motivation, and organizational (KMO)
influences associated with the research questions in this study are detailed in Table 1, in which
the alignment between the stakeholder goal and the KMO influences are also outlined. The
KMO influence assessment for this study is also identified in the table and aligned with the
conceptual framework in Table 1.
Table 1
KMO Influences That Affect Multigenerational Engagement

Organizational Global Goal
By 2020, all employees will be highly engaged and proficient in their work at the organization.
Stakeholder Goal
By 2020, all employees will be able to work in diverse multigenerational teams.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 21

Knowledge Influence Knowledge Type Knowledge Influence Assessment
Employees need know how to
work in generational diverse teams
Procedural Employees are interviewed to assess
process knowledge
Interview: How important do you
think it is to work with diverse
multigenerational work teams? Please
be as specific as possible.
Assumed Motivation
Influence
Motivation Influence
Assessment
Motivational Assessment
Question
Self-Efficacy—Employees need to
feel confident in working with
diverse teams.
Interview How important do you think it is to
work with diverse multigenerational
work teams? Please be as specific as
possible.
Expectancy Value—Employees
recognize benefits of working with
a diverse team in the department.
Interview What are the benefits of working with
diverse multigenerational teams?
Give specific examples.
From your experience, what is the best
way work in diverse generational
teams?
Assumed Organizational
Influences

Organizational
Influence
Assessment
Research-Based Recommendation or
Solution Principle

Cultural Model Influence I:
The organization needs to present
a learning culture.
Interview Would you describe the culture as a
learning environment that encourages
improvement?
Cultural Model Influence 2:
The organization needs to provide
professional development and
learning.
Interview What kinds of professional
development or ongoing learning
opportunities are available in the
organization?
Cultural Setting Influence 1:
The organization needs to provide
opportunities for collaboration
across different departments and
teams.
Interview Do you believe the organization needs
to provide opportunities for work
group collaboration?

How do you effectively collaborate?

Interactive Conceptual Framework

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 22

In today’s competitive market place, companies are desperate for effective performance
solutions (Durkin, 2016). The challenges that face workplace leadership include understanding
the demands of the marketplace and finding ways to turn research into results (Bhandarker et al.,
2012). Clark and Estes (2008) developed a framework to transform solid research into a
practical and cost-beneficial performance model that can easily be adapted in their standard
approach by organizations. This framework assesses knowledge, motivation, and organizational
influences when evaluating gaps between stakeholder goals and actual performance. Knowledge
influences have been studied for decades and have evolved from six major categories to a current
and accepted structure of four categories: factual knowledge, conceptual knowledge, procedural
knowledge, and metacognitive knowledge (Krathwohl, 2002). Understanding employee
motivational influences in the framework is key to influencing organizational engagement and
productivity measures (Rueda, 2011). Two of these motivational theories influencing results are
self-efficacy theory and the expectancy value theory. This study uses each of these motivational
theories to examine employees’ understanding of the importance of working in multigenerational
teams and recognizing the benefits a learning environment will bring in achieving goals (Rueda,
2011). Lastly, the Clark and Estes’ framework will help examine organizational influences such
as work processes, resources, and workplace culture to evaluate their organizational impact on
stakeholder performance. Each of these elements of Clark and Estes’ gap analysis will be
addressed in the context of employee knowledge, motivation, and organizational needs to meet
the goal of a highly engaged multigenerational and proficient workplace.
The main sources of the conceptual framework in this dissertation research are
experiential knowledge, existing theory and research, and artifact information (Figure 1).
Experiential knowledge is what the researcher draws from his own technical knowledge and
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 23

personal experience. The application of experimental knowledge has traditionally been
considered bias and eliminated from research (Maxwell, 2013). However, progressive scholars
have supported the use of a researcher’s experiential data and have found value in cultivating
vigorous subjectivity toward problem solving (Maxwell, 2013; Merriam & Tisdell, 2006).
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 24

Organization
Build a unified team that respects each other and works toward
common goals enabling us to build brands, serve customers,
generate growth, and engage with our customers at an optimized
cost.
Stakeholder: Knowledge
of importance of team
functions, engagement in
technology.
Goal for Stakeholder: Build a unified
team that respects each other and
works toward common goals enabling
us to build brands, serve customers,
generate growth, and engage with our
customers at an optimized cost.
Stakeholder: Motivation:
self-efficacy in process;
expectancy value in
contributing to the
success of team
Training &
Development,
Communication

Figure 1. This is the conception framework for the study.
Data Collection and Instrumentation

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 25

This study was conducted in a for-profit global manufacturing environment reporting
directly to its parent organization. This evaluation study of multigenerational conflicts also
recognizes there may be cultural conflicts and economic pressures that influence the operating
norms of the organization. This research project used a qualitative approach (Creswell, 2014)
and offers the best methodology to assess the benefits of a diverse multigenerational team to
identify the elements of what unites multigenerational workforces.
There is an intrinsic advantage to researching in an organization that one has helped to
shape into its current state. As a senior leader in the organization, I had an opportunity to steer
the corporate culture, set vision and strategy, and link department goals and metrics. Drawing
from existing theory and research is a common research practice and an important part of the
study. This dissertation has drawn from several consulting firm studies that research
multigenerational workforce leadership and its challenges (AARP, 2005; Bursin, 2014; Global
Generations, 2015; Half, 2010). There are also multigenerational workplace empirical studies
providing alternative research methods, providing sources of data, and shaping the research
framework of this study (Campion & Posthuma, 2009; Campione, 2015; Lyons & Kuron, 2013;
McAndrew, 2010). Organizational artifact information can help generate ideas and shape
theories to support the study (Maxwell, 2013). An example of artifact information in this study
is the third party administered employee surveys from August 2016 and September 2017 that
provide participating employee demographics, insights into the company’s mission and vision,
and valuable organizational cultural awareness information. The collection and understanding of
multigenerational leadership research, existing behavioral theories, multigenerational imperial
research, and company artifact information helped develop the study and served as the
foundation for its approach.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 26

Wabi Sabi Manufacturing knows that an engaged and proficient workforce is critical for
the success of the company. Its stakeholders include the ownership, leadership, and the
employees. The ownership controls most of the company, and they are motivated to recapture a
leadership position in the market. The family has entrusted the company to new leaders who
have fueled the reinvention of the U.S. division. These leaders desire a return to market
dominance and are willing to invest more capital to improve investment returns. Company
employees are also eager to regain the leadership position in their market category. To achieve
this goal, the employees must be highly engaged and proficient in their work. They know with
the success of the company there will be employee rewards in the form of increased
compensation, better benefits, and a secure retirement. All the company stakeholders have
reason to be motivated to win their market category consumption battle in the marketplace.
Wabi Sabi stakeholders also know that losing market share in the United States can force
consolidation and withdrawal of company resources. This is a critical time for the company and
its stakeholders to show strength and leadership as they transform the organization.
Table 1 shows the stakeholder influences in this multigenerational study. The
interactions between knowledge, motivation, and organization (KMO) contribute to
understanding the conceptual framework (Figure 1). The organization has a history of being
very task oriented within each of the departments and has recently reorganized to a flatter cross-
functional team. To facilitate organizational success, the development of trust and cooperation is
a key factor to enable employees to adapt new technology and build proficiency in their
assignments. The assurance of organizational trust and cooperation will lead to a commitment to
a desired cultural change and team engagement (Fogg, 2009). Interactions between motivation
and knowledge are training and development and communication. Personal development and
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 27

training are considered critical enablers for organizations as they arm their employees with the
knowledge and skills needed to gain organizational growth and innovation. Research by Unleash
has identified numerous parallels with generation X and generation Y (millennials) in their thirst
for knowledge and career skills, but each generation learns in a different way, which can make
group training difficult to administer. For example, many generation X employees did not grow
up with technology and respond to multimedia differently from how millennial workers may rely
on technology support as a source for learning (Cekada, 2012). Understanding knowledge
influences may lead to a better understanding of what active ingredients are needed for a
successful professional multigenerational development program (Clark & Estes, 2008).
This conceptual framework provides a guide to the interactions between KMO that shape
the path of the research. In this study, a stakeholder group that can work efficiently in a diverse
multigenerational team is the desired outcome. The stakeholder group in this study is highly
engaged and committed to a successful organization. The results of this study will offer an
understanding of the employees’ acceptance of multigenerational contributions and provide
insight into multigenerational engagement across the company.
Methodological Approach and Rationale
This study’s primary research method was a qualitative employee interview to examine
knowledge, motivation, and organizational influences that affect multigenerational workplace
performance (Creswell, 2014). This research method offers an interpretive process in
employees’ work environment that provided the most suitable area for collecting the data
(Merriam & Tisdell, 2016). This qualitative employee interview program has been constructed
to examine knowledge, motivation, and organizational influences that affect the
multigenerational workplace performance (Appendix A).
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 28

A human resource representative independent of the study emailed invitations to 416
qualified full-time employees who had served more than 90 days of continuous employment at
the company to participate in this study. Sixteen employees responded to the invitation, but
only five full-time employees participated due to competing participate priorities. Additional
invitations by human resources addressed to a targeted population attracted two additional
participants who would provide the supporting demographic of multigenerational participants
necessary for the study. Human resources did send a third wave of invitations to the total
population that did not generate any additional participants, and it was decided to move forward
with the existing participant pool. The interview pool consisted of two representatives from each
multigenerational workgroup except generation Y, which only had one participant. The
participants represented males and females who worked in a variety of workgroup departments
(Table 2). These participants underwent qualitative interviews conducted by independent
researchers using a virtual presence technology, Skype, or by telephone. Each interview
participant was office-based in one of three workplace locations and conducted the interview at
their work station (Table 3).
Document artifacts. This study uses company artifact data acquired through annual
employee surveys and uses qualitative data to understand employee engagement across
multigenerational workgroups (Creswell, 2014; Maxwell, 2013). A company-sponsored third
party-administered mixed methods research survey was conducted in August 2016 and a second
time in September 2017. In this survey, employees are asked quantitative survey questions
similar to that in Buckingham and Coffman’s First, Break all the Rules (1999). As in 2016, the
2017 survey was administered as a web-based survey to the same corporate positions as the
previous year, aiming to capture the same employees in what is communicated as an annual
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 29

employee engagement survey. This study references the results from the 2016 and 2017 surveys
to understand the employee engagement history and gain insights into the company culture. This
study uses the document artifacts to understand a cultural foundation and use qualitative
employee interviews to examine knowledge, motivation, and organizational influences that affect
the multigenerational workplace performance. The baseline research processes are detailed
below.
Qualitative interviews. The interviews were informal and designed to ensure
quantitative survey data gaps were being addressed while allowing the interviewer to probe
deeper into related content when appropriate. The interviews were conducted in English via
Skype or telephone by independent, unbiased doctoral candidate professional volunteers that
were Collaborative Institutional Training Initiative (CITI) program-certified. There were seven
interviews with a bias selection process to ensure representation of interviewees for each
workforce generation. With the support of the company human resource department and
independent of the researchers, the interview population was stratified first by generation, then
by workforce department to ensure each generation participates with an effort not to overweigh
any single workforce department. The interview questions were open-ended and integrated the
literature findings and qualitative data, enabling interpretations founded on the combined
strength of both data streams (Merriam & Tisdell, 2016). The interviews took approximately 20
minutes each and were conducted in a 120-day activity window. Each interview was
uninterrupted, and each participant contributed to the process without any reservations, providing
a high level of confidence in the data collected.
Data analysis. Using employee surveys to gain a workforce impression of their
employer provides a good indicator of the company’s overall culture (Buckingham & Coffman,
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 30

1999). Wabi Sabi conducted a near identical employee survey for 2 consecutive years to provide
valuable cultural insights and an opportunity to gain an understanding of the velocity of change
inside the company. The surveys conducted by an unidentified third party state that the
unweighted data in this study focus on results from September 2017, with comparison to
November 2016 as relevant. The year-over-year (YOY) comparisons are directional with a
margin of error for this study of +/- 4.35 at the 95% confidence level and serve to offer valuable
cultural insights. The document artifact review was extensive and included 2 consecutive years
of employee survey results. The employee survey eligibility requirements mirror this study’s
qualitative interview prequalifications, and the employee survey demographics are consistent
with generational ranges, providing an excellent foundation for comparative analysis. Each
annual employee survey consisted of Likert and percentage-based scales offering a numerical
representation of survey results that were correlated with KMO influencers.
This qualitative employee interview program was constructed to examine knowledge,
motivation, and organizational influences that affect the multigenerational workplace
performance (Appendix A). The research method used an interpretive process in the employees’
work environment to provide the most suitable area for collecting the data (Tisdell & Merriam,
2016). The multigenerational population of the survey participants was evenly distributed to
optimize representative input from each participating generation (Table 3). The seven personal
interviews represented each multigenerational work group and provided observations, personal
reflections, and firsthand accounts of behaviors and perceptions about multigenerational
attributes. Each interview was recorded, and a transcription of each interview developed using
Rev.com. The qualitative NVivo analysis for collating and organizing the findings was
completed manually using Microsoft applications. Table 4 provides an overview of each
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 31

participant, highlighting their demographic distribution. Upon completion of seven qualitative
interviews, the initial trawling through the transcript data provided a coding frame that linked the
data with KMO influencers. This coding frame consisted of a relevant pattern of words
associated with each influencer question. These patterns and themes are presented in the study
results and findings.
Results and Findings
The findings of this study are presented with the individual KMO influences identified in
the interactive conceptual framework. For each finding, the document analyses and personal
interviews collected over a 4-month period deliver modern engagement themes drawn from a
thorough document assessment and employee interviews. These document reviews and personal
interviews are the foundation for a comprehensive data analysis approach to understand what
elements command effective multigenerational engagement. The structure of the findings
follows the KMO influences outlined beforehand and link back to the research questions.
Document Artifacts’ Findings
These artifacts are important to this study to understand the company culture and its
influences. The findings reflect an engaged workforce that is connected to its mission and
values. The employee survey questions that provide direct insight into the culture is the
following employee feedback:
• Recommend Wabi Sabi as a great place to build a career
• Speak positively about Wabi Sabi to others
• Say Wabi Sabi provides outstanding products to consumers
• Stay at Wabi Sabi for the next 12 months
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 32

According to Braun Research, the employee survey administrator (2017), the answers to
these questions suggest that overall employee engagement is strong when benchmarked against
Fortune 500 companies whose employees were asked the same questions. This professional
opinion is principally driven by high percentage of pride the employees have for the product and
the intention of employees to stay with the company over the next year. These 2017 results
reflect a positive company culture and the similarity of the results from the same questions in
2016 (Table 2) suggest a stable cultural setting.
Table 2
Document Artifacts: Employee Survey Cultural Questions YOY
Cultural Question
2015
Percentag
e
2016
Percentag
e
Change
Recommend Wabi Sabi as a
great place to build a career 48% 50% 4.0%
Speak positively about Wabi
Sabi to others 65% 74% 12.2%
Say Wabi Sabi provides
outstanding products to
consumers 77% 77% 0.0%
Stay at Wabi Sabi for the next 12
months 82% 75% -9.3%

The employee survey feedback reflects that employees feel connected to the overall
mission of Wabi Sabi and believe that their work is important. Reinforcing this positive cultural
influence is that 80% of employees indicated that they are very confident in the future of the
company. This was an increase by 7% over the prior year confidence score and a positive trend
forward. When employees are confident about their future and they have a commitment to
shared values and goals, it leads to material benefits and rewards to be gained by the entire group
(Li, Castelli, Cole, & Marx; 2016). When multigenerational groups share values and goals,
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 33

increased motivation exists to work together and collaborate. These cultural findings help us
understand why employees in the workforce are more connected with their work teams than the
multigenerational affiliation.
Table 3
Document Artifacts: Employee Survey Participant Distribution
Survey
Respondents
2015 Percentage 2016 Percentage Increase YOY
Gen Y &
Millennials
20% 23% 13%
Gen X 50% 51% 2%
Baby Boomers 20% 25% 20%
No Response 10% 0% N/A

Qualitative Interview Findings
The interviews conducted in this study were voluntary, and the participants freely offered
valuable insights into their generational influences, observations, and organizational culture. The
qualitative data collected consisted of seven interviews that ranged from 14–27 minutes each
with three common themes emerging from the collective results. First, it was determined that
employees identify less with their multigenerational group than they do with their department or
team. Second, it was determined that motivation for each generation to achieve goals in
departments is derived from the desire to learn and get better at their jobs. Third, it was
determined that in the absence of a formal learning environment, employees seek out learning
opportunities from the internet, colleagues, and supervisors if the opportunity is available. The
participant interviews increased in depth, range, and length consistent with the age of the
respondent as the older respondents shared more detail and offered more examples of their
insights and observations.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 34

Table 4
Interview Participant Generational Family
Measure Gen Z Millennial Gen X
Baby
Boomer
Birth Year Range
1995–
2012
1977–
1994
1964–
1976
1945–
1963
Interview Participants 1 2 2 2

Table 5
Participant Generation, Gender, Workplace Domicile, and Department of Origin
Interview
Participant
Generation Gender Corporate
Productio
n
Distributio
n
1 Gen Z Female X
2 Millennial Male X
3 Millennial Female X
4 Gen X Female X
5 Gen X Male X
6 Baby Boomer Male X
7 Baby Boomer Female X

Gen z. The gen Z work group consisted of participants born from 1995–2012 just
entering the workforce with little or no prior work experience. This group has the smallest
representation in the sample population and only produced one voluntary interview participant
for this study. This Participant 1 (Table 5) was 20 years old and did not seem aware of his
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 35

generational identity prior to the survey. The survey responses also suggested that his primary
focus was on daily task completion and he was uncertain how formal training and professional
development may lead toward positions of greater complexity and higher compensation. He
demonstrated a clear respect for other generations and felt free to ask questions to increase his
knowledge. He was clearly motivated to learn and appreciated his position with the company,
but when asked to describe the organizational culture, he sounded unaware of cultural influences.
Additionally, his failure to provide any organizational challenges or present any opportunities for
improvement may be directly related to his limited experience in the workplace and a hesitation
to engage in a transformational way.
Millennials. We had two millennials participate, Participants 2 and 3, in the interview
with their birth years ranging from 1977 through 1994 (Table 5). The millennial interviews
showed a much greater self-awareness and stronger appreciation for age diversity than their
younger Gen Z coworker. The millennial group was confident in their work and quick to
correlate development and training with advancement opportunities. When the millennials were
asked about organizational culture, they both responded positively and cited holiday party
examples where food is the catalyst for engagement. They shared a tendency to believe older
workers are less eager to learn new technology, but they continued to respect the
accomplishments of older generations and appreciated their knowledge of work practices. The
millennials were an engaged group of employees that understood the goals of the organization
and tended to show high expectations and optimism regarding career advancement.
Generation X. Both generation X Participants 4 and 5 (Table 5) had greater than 10
years of tenure with the company and were born between 1964 and 1976. This Generation X
participants were very confident in their workplace and embraced multigenerational work teams.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 36

They welcomed “fresh new ideas and different approaches” (Participant 4) and believed
“diversity and inclusion strengthen development and training” (Participant 5). They
acknowledged that younger employees often have difficulty conforming to work rules and
meeting organization attendance standards; however, it was not clear if this were a generational
difference or an individual behavior issue. These gen X participants perceived baby boomers as
older workers that are “set in their ways” (Participant 5) and less likely to accept change. Both
gen X participants were quick to recommend engagement improvement ideas and seemed very
satisfied with their careers.
Baby boomers. Participants 6 and 7 (Table 6) were well spoken and very structured
individuals born between 1945 and 1963 who had exceeded 17 years of continuous employment
with the company. They had a high level of confidence and strong opinions on workplace
operations. They valued multigenerational relationships but believed other generations need to
conform to the strong work ethic and values of the baby boomers. They believed in providing
clear expectations and strict enforcement of work rules. They perceived gen Z and millennials as
“kick-back” (stress-free) (Participant 6) with “discipline issues” (Participant 7) but
acknowledged that they are very technology savvy and adapt to change well. Both respondents
stated that they (Boomers) have a strong organizational culture and welcome learning
opportunities. These baby boomers showed that they valued relationships and opportunities to
collaborate with each other.
Knowledge Findings
From the literature review, company document artifacts, and the knowledge construct of
the conceptual framework outlined earlier, the focus for this qualitative research study was on
understanding whether employees know how to work in generational diverse teams. The study
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 37

sought to understand the employee capacity to demonstrate basic procedural knowledge of
routine job tasks and it desires to assess if generational differences limit the ability to learn from
each other to solve complex problems in dynamic situations.
Awareness of Generational Differences
Employees at Wabi Sabi are highly engaged in their work and are learning from each
other in pursuit of department goals. During the interviews, participants from each generation
were asked what benefits emerged from working in diverse generational teams, and it generated
a common theme in the responses. There was an awareness that each generation possessed
valuable talents and skills that add value to the department or work group. Participant 3 (Table
6) shared the following:
Millennials that know all about all the social media . . . But then it's good to have an older
group of people who still know what true marketing is, ’cause I think sometimes that can
get lost. And then I think it's good to have a middle ground as well, where people who
know both. But I think as technology, as new technology, comes out, it's always good to
have a good mix of younger and older because there's always a reason why it was done
before. And then now, it's the learning, the things you learn of what's going on now.
The baby boomer participants were also aware of generational differences and the learning
potential that exists in the workplace. Participant 7 (Table 6) stated, “the younger people, they're
more computerized. They know more about that. It's good to have them, 'cause they help us out.
Teach us. We teach them.”
Diverse Workforce Respects Generational Contributions
When interviewees were asked about multigenerational challenges, the most common
responses by Participants 1 and 2 were nonwork-related identifiers such as what type of music
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 38

people enjoyed. Participant 2 said, “You know, to me, I see kind of, like, decades, like '70s, '80s,
like different types of music.” The most common response from the gen Xers and baby boomers
was a feeling that the younger generations lacked the same work ethic, but they also
acknowledged the benefits of the diverse workforce. Participant 6 stated, “I think nowadays, I
mean, some of the kids that do work here, I mean, I'm kind of disappointed. They seem like they
have a lack of, um, responsibility for, you know, their work—work ethics, I guess.” Participant
6 further explained, “Their parents spoiled them because they didn't have what they wanted when
they grew up, so they spoiled their kids and now their kids think it should be handed to them.”
Among all the interviewees there was an acknowledgement of generational differences and the
skills variation among generational competencies. Participant 4 expressed the challenges of
employee collaboration in this meaningful comment: “I think the biggest challenge [of
multigenerational engagement] over time is just acceptance.” There are multigenerational
challenges in the workplace, all participants valued the contributions that others bring to the
workplace.
Motivation Findings
Employee motivation is essential to ensure employees want to work in diverse,
multigenerational work groups. Understanding the benefits of a diverse multigenerational
workforce affects employee self-regulatory behaviors and individual job performance. The
conceptual framework in this study identified two motivational theories that influence employee
motivation (i.e., self-efficacy and expectancy value), and these influences were captured in the
research methodology and assessed in the findings.
Employee Confidence Can Aid Generational Differences
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 39

Self-efficacy plays an important role in employees’ confidence in the workplace, their
ability to work effectively in diverse teams, and their mastery of job tasks. Employees need to
feel confident in working with diverse teams to be an effective contributor in the workplace. The
personal interviews confirmed the document artifact findings reporting high levels of confidence
in the workplace. When asked how confident they were working in diverse multigenerational
teams, all respondents replied with confident or very confident responses confirming the
document artifacts of the 2016 and 2017 employee survey results showing 96–97% workplace
confidence. The finding’s in this study support the document artifacts determining that
confidence is very high among most Wabi Sabi employees. Furthermore, there is strong
evidence supporting the argument that this high level of confidence in the workforce aids fading
generational divides. When all generational respondents was interviewed and asked how
confident they were working in multigenerational teams, Participant 2 synthesized her beliefs as
follows: “I feel like I can say how I feel, and [members of other generations] understand me.
With who I work with, they're very understanding, the young ones and the older ones. So, I feel
that's why I'm confident about it, 'cause both of them understand.” Participant 3 echoed this
opinion by stating she felt “very confident in doing what I'm doing and dealing with these
multigenerational teams.” This described cooperation among employees suggests a strong
foundation for learning and a motivation to pursue job mastery among all generational
employees. The high confidence, strong engagement, and pursuit of learning are positive
indicators of high self-efficacy beliefs among the workforce.
Employees Value Collaboration
When employees recognize the benefits of working with a diverse team there is an
expectancy value to learn and improve job performance. These benefits are reinforced when
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 40

employees have positive interactions, collaborate, and support each other in the workplace (Clark
& Estes, 2008; Rueda, 2011). The interviews in this study showed employees who embraced
collaboration with an expectation that everyone has something to offer to motivate participation.
When asked if employees recognized benefits from working with a diverse team, all generations
had positive or somewhat positive responses. Participant 4 was acutely aware of generational
differences and was ready adapt to new ideas to improve team performance. When she was
asked about working in generational teams, she responded, “I needed to change my behavior to
seek there what [other coworkers are] looking for.” She indicated her experiences with
multigenerational teams was positive, and she was motivated to engage again if it continued to
help the team improve performance. Participant 4 further explained, “If we identify those
differences, OK. Let me change my way to do it, and then it's accepted, and Woo! Yay! I'm
happy.” The least enthusiastic response was from the youngest, Participant 1, who stated,
“Yeah, it gets better and better. You get to know [other generations] more and how each one is.”
A common theme in the research searching to understand expectancy theory behaviors
was a correlation between the anticipated benefits of working with diverse teams and the depth
of the relationship between its members. Participant 2 shared, “I guess, 'cause it's the
relationship that I have with [the multigenerational team members]. So, I don't really think about
it as their age. You know what I mean?” Employees recognized benefits of working with a
diverse team, and the expected benefit improves when team members develop working
relationships.
Organization Findings
The Wabi Sabi company is part of a multidivisional organization with a developing
cultural identity. As an operating division, its culture is independent of the parent organization
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 41

and a reflection of Wabi Sabi’s structure, processes, people, metrics, and incentive systems
(Clark & Estes, 2008). As Wabi Sabi works to redesign its portfolio and change consumer
perceptions about the qualities of its product, Wabi Sabi is reshaping its culture. This study
recognizes that at the core of the company’s culture, it must value learning and professional
development as cultural influencers and key enablers its own aspirational goals. These two
important cultural influencers are at the heart Wabi Sabi’s transformational determination,
examined in the document artifacts and further explored in the qualitative personal interviews.
This study also sought to understand the degree of collaboration among employees across
different departments and teams. Understanding this organizational cultural setting provides
insight into the effectiveness of multigenerational workgroups in reaching organizational goals.
This study recognized the importance of this cultural setting and found evidence of strong
collaboration in document artifacts supported by employee interviews. An organizational
commitment to collaboration can offer a welcomed positive drive toward multigenerational
engagement during a time of organizational transformation and change management (Noorani,
2014; Swan, 2012).
Cultural Influencers
The organization’s learning culture and employee professional development directly
influenced the degree of successful multigenerational engagement at the company. The learning
culture in the document artifacts found that 41% of employees contributed to a positive Wabi
Sabi spirit and that percent was trending higher showing increasing levels of engagement. The
personal interviews confirmed artifact findings of a strong learning culture with Participant #
stating, “I'm just a combination of learning and experience and reflections, so that's why the
process is so fun.” Participant 1 said, “Really, the culture is pretty good.” Having a strong
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 42

learning culture is a valuable foundation onto which to increase the knowledge, skills, and job
performance of individuals and work groups (Murphy, 2015).
Professional development also has directly influences the degree of successful
multigenerational engagement at the company. The document artifacts show 46% of employees
were dedicated to personal growth, with 63% declaring they have opportunities at work to learn
and grow. The personal interviews confirmed a conscience awareness of personal development
activities. Participant #1 said, “We tend to our training between us, so we learn from each other.
If we have any questions, we usually have training sessions with our coworkers.” Participant #3
also recognized professional development as an active process: “Learn from other employees, we
do learnings with each other. I'm pretty new there, so I'm learning from everybody.” The
evidence shows that all participants sought to provide meaningful learning experiences through
active learning and development.
Cultural Setting
For purposes of this study, the focus is on the organizational influences affecting the
employee stakeholder group including its routines, communication norms, and organizational
operational framework. A review of document artifacts found 51% of the population felt
connected to people outside of their direct team, which reflects a productive level of
collaboration for a multidivisional company. Collaboration is essential to increase employee
knowledge, build professional relationships, and achieve common goals. There is evidence,
however, that organizational cultures with collaboration levels above 80% are often overloaded
with meetings, phone conversations, and emails, leaving little time for critical work and
overburdening the work environment (Cross, Grant, & Rebele, 2016). The document evidence at
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 43

Wabi Sabi acknowledges that there are positive collaborative interactions within the
organizational framework.
In this study, the level of collaboration and method of interaction were explored to gain
an understanding of their effectiveness. Participants were asked if the organization needs to
provide opportunities for collaboration across different departments, and they offered mixed
responses even within the same generational group, concluding the level of collaboration was
more likely linked to the department in which the respondent worked. The millennial in
marketing (Participant #3) declared, “I think that would be a good idea, yeah” and also offered,
“I mean we work within cross functional groups all the time. So that's already being done.” A
generation X input from production (Participant #5) was that “communication, leadership—just,
there are many different changes like that that we're going through.” Additional influences
include the rapid transformational changes of new technology and processes across the
enterprise, which may be more significant in production and distribution. The transformational
attributes increased cross-functional interaction and collaboration among its employees,
becoming a more important influence toward achieving organizational goals. A mindful
approach to its collaborative activities would help ensure resource effectiveness across the
organization.
Recommendations for Practices to Address KMO Influence
This evaluation study analyzed employee knowledge, motivation, and organizational
influences affecting successful multigenerational engagement. This study included 2 years of
document artifacts and seven qualitative interviews with representation from each participating
generation (Table 5). The document artifacts and qualitative interview data presented in this
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 44

study recognize there are vast differences in generational perspectives, and the findings support
the belief that these perspectives are valuable in highly engaged learning environments.
Six KMO influencers were identified through the literature review and examined through
the data analysis to provide the basis for the recommendations. Knowledge influences included
knowing how to work in multigenerational teams, motivation influences included self-efficacy
and the expectance theory, and organizational influences addressed the learning culture,
professional development, and collaboration. These KMO influencers highlight the generational
similarities that exist in highly engaged work teams and offer insights into how to strengthen
multigenerational relationships to achieve common goals.
The recommendations in this study provide a tailored program addressing how to
increase engagement of employee stakeholders and embrace diverse multigenerational teams.
Human resource professionals recognize in today’s workforce that obtaining a diverse
multigenerational talent pool is inevitable and strengthening existing multigenerational
collaboration has become a strategic imperative. Recommendations to close the identified gaps
affecting multigenerational performance are presented through the framework of the new world
Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) and addressed in the context of the KMO
influencers.
Table 6
Summary of Knowledge, Motivation, and Organization Influences and Recommendations
Assumed Knowledge
Motivation, Organization
Influence

Principle and Citation Context-Specific
Recommendation
Employees need to know
how to work in
Procedural knowledge
increases when
declarative knowledge
Provide education on
multigenerational
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 45

multigenerational diverse
teams. (P)
required to perform the
skill is known or
available (Clark et al.,
2008).

Knowledge gained in
education will offer new
ways to solve complex
problems (Clark et al.,
2008).
complexity and
collaboration.
Employees need to feel
confident in working with
diverse teams. (Self-
Efficacy)
Motivation, learning, and
performance are enhanced
when learners have a
positive expectation of
success. (Clark & Estes,
2008; Pintrich, 2003).

Self-efficacy is increased
as individuals succeed in
a task (Bandura, 1997).
Provide formal training in
which instructors model
tasks, assist learners in task
proficiency, and supervise
independent application of
tasks.
Employees have a clear
understanding of the benefits
of working with a diverse
team in the department.
(Expectancy Value)
Task performance is
increased when
rewarded (Clark &
Estes, 2008; Skinner,
2015)
Provide incentives for team
goal achievement.
Cultural model influence: The
organization needs to express
the benefits of learning.
Organizational
performance increases
when processes and
resources are aligned
with goals established
collaboratively (Clark &
Estes, 2008).
Encourage others to learn.

Cultural setting 2: The
organization needs to provide
professional development.
Organizational
performance increases
when top management is
continually involved in
the improvement process
(Clark & Estes, 2008)
Introduce a training and
development program
designed to support goal
attainment.
Cultural setting influencer 1:
The organization needs to
provide opportunities for
Organizational
performance increases
when individuals
Create collaboration
opportunities to share
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 46

collaboration across different
departments and teams.
communicate constantly
and candidly to others
about plans and
processes (Clark &
Estes, 2008).
knowledge, unite employees,
and build trust.

*Indicate knowledge type for each influence listed using these abbreviations: (D)eclarative;
(P)rocedural; (M)etacognitive

Workplace Multigenerational Education
Employees should know how to work in multigenerational workgroups to optimize job
performance (Table 7). Providing the workforce with formal education on multigenerational
complexities and benefits will prepare employees to manage potentially difficult situations and
capture the benefits of multigenerational diverse teams. When employees understand best
practices among diverse workgroups, they are better positioned to engage with each other at
higher levels and are more likely to show improved performance (Clark & Estes, 2008).
Minimizing uncertainty and unexpected events between multigenerational employees can
improve workplace efficiency. An effective method to develop procedural knowledge and equip
diverse teams to handle unexpected complexity is with multigenerational education.
Posthuma and Campion (2009) found that when workplace stereotypes are age related,
they are more subtle or unconscious than race and gender stereotypes. Age stereotypes displayed
in multigenerational interaction even without intent can influence outcomes and diminish the
performance of the work group (Aguines & Kraiger, 2009; Duncan, 2001). These effects of age
stereotypes can be mitigated with education that support the decision-making process
(Krathwohl, 2002). When workgroups have known procedures and understand each other’s
contributions overall, performance improves in unexpected and complex situations (Clark &
Estes, 2008).
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 47

Formalize Training and Development Program
The recommendation for this multigenerational organization to increase employee
motivation and meet its organization goals is to formalize employee development and training
where instructors model tasks, assist learners in task proficiency, and supervise independent
application of task for the workgroup. This study found employees want to learn and be more
proficient, often seeking out help from peers and supervisors as needed. Building a formal
training program designed to strengthen common workplace competencies will increase
confidence and motivate multigenerational teams to perform at their best.
People can reach motivational peaks when they can participate in deciding how they
complete tasks (Clark & Estes, 2998). When workgroups use this empowerment strategy to
collaborate on values and goals, it is effective in motivating team commitment and fostering
confidence in the workplace (Sohoo, 2011). Sohoo emphasized that a continuance commitment
of shared values and goals lead to material benefits and rewards to be gained by the entire group.
When multigenerational groups share values and goals, increased motivation exists to work
together and collaborate. Multigenerational organizations today need to be more innovative and
use people-based systems that focus on motivation.
Pintrich (2003) studied student environments and found that those who believed they
would do well were motivated to put forth more effort, persistence, and behavior than those
students who lacked self-confidence. Evidence also suggests that these confident students are
more cognitively engaged than those students who lack self-confidence (Pintrich, 2003). From a
theoretical perspective, increasing individuals’ confidence in their abilities increases
performance and benefits the workgroup. When these self-efficacy and competence beliefs
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 48

represent an accurate perception of one’s capabilities, learning is enhanced, and performance is
strengthened.
When individuals and organizations achieve a balance with personal development and
performance, goal achievement is more likely, and both individuals and organizations are
rewarded. Lawler (2003) referred to this positive employee and organizational relationship as a
“virtuous spiral” where developing human capital motivates higher performance and
achievement is rewarded. The literature supports the power of development programs to
increase workforce performance (Cekada, 2012; Grossman & Salas, 2011; Martin & Schmidt,
2010; Vroom, 1964). Development programs also increase personal commitment and close
competency gaps, allowing organizations to accomplish goals (Grossman & Salas, 2011).
Provide Incentives for Team Goal Achievement.
When employees recognize the benefits of working together in a diverse workgroup, task
performance increases (Table 6). Collaborative effort in workgroups allows individuals to be
more productive and motivated (Clark, 2005). For example, Clark stated a member of a
workgroup with a high expectancy value may have held various positions among the team in the
past and now operates in a natural specialty where the member excels and has confidence in the
collaborative process. Because there is a reliance on participation from everyone in the
workgroup, collaborative effort is necessary to meet goals. Clark’s recommendation to improve
motivation is to provide incentives for team goal achievement. These incentives will promote
employee workgroups to remain motivated on what will help them achieve goals (Clark, 2005).
The purpose of workplace incentives is to increase the motivation to pursue goals.
Financial and other tangible incentives have been shown to produce effective results (Clark &
Estes, 2008). A financial incentive specific to each department and directly linked to the goals of
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 49

the organization would be effective for Wabi Sabi. There are several different financial
incentive models that may benefit Wabi Sabi such as a quota model where employees are offered
bonus pay for work that exceeds targets. Another alternative, depending on the department, is a
piece-rate structure where a set amount of output is awarded a set rate of compensation. Either
of these incentive models would support the organizational needs and provide each employee
with a clear understanding of the benefits associated with reaching performance expectations
(Table 6).
The conceptual framework identified one organizational model and two organizational
setting factors in this research project. The organizational model influence factor is that the
organization needs to communicate the benefits of learning. The two organizational setting
factors are that the organization needs to provide professional development and to provide
opportunities for collaboration across different departments and teams. The qualitative
interviews provided an opportunity to investigate the way employees learn and develop skills.
The interviews also provided valuable insights into how employees work together and support
organizational goals.
Encourage Others to Learn
Wabi-Sabi Manufacturing needs to exploit its learning culture to promote workforce
improvement and elevate workforce collaboration. Clark and Estes (2008) found that
organizational performance improves when learning processes are aligned with collaborative
goals. Workforce recognition and reward programs for learning achievements encourage the
process improvement and workforce collaboration needed in the organization.
Leaders directly influence employee learning objectives and should set learning priorities
that will strengthen the organization. Leaders can influence organizations through their personal
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 50

charisma or more systematically through what they measure and pay attention to each day
(Schein, 2004). Schein also acknowledged that when leaders are consistent in demonstrating
their passion for learning and process improvement, the workforce will emulate the leader
behavior. This consistent messaging creates a bond of trust between leaders and the workforce.
When a culture of trust exist, employees are more likely to embrace the organization’s vision,
mission, values, and learning priorities (Dirks, 1999). Organizational emphasis on learning will
improve performance and strengthen workforce core competencies.
Create Collaboration Opportunities
The organization needs to provide opportunities for collaboration across different
departments and teams to improve the flow of information and increase enterprise efficiency.
Organizational performance increases when individuals can communicate to colleagues about
plans and processes effectively across the business enterprise (Clark & Estes, 2008).
Understanding work processes across the value chain improves system efficiency and increases
enterprise capability by closing internal skill gaps (Cappelli, 2008). Cappelli also suggested that
good communication in the workplace can stabilize business processes even during times of
uncertainty. Workplace collaboration can serve as a key enabler for an organization and provide
a competitive advantage.
There are many companies benefiting from collaboration programs where employees
support each other by sharing common task knowledge, understanding company culture, and
leading projects. Such a model developed by Intel was designed to transfer skills across
functional areas without requiring employees to change jobs (Examples of Mentorship Programs
That Have Had Great Results, 2018). A 2013 meta-analytical study, "Career Benefits Associated
with Mentoring for Mentors," published in the Journal of Vocational Behavior, found that people
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 51

who have the opportunity to mentor others and share knowledge have increased job satisfaction
and a greater commitment to the employer. Collaboration programs such as these retain diverse
talent and help create a culture of learning (Cappelli, 2008).
Limitations
This study faced several limitations. The three primary areas of concern were participant
access, a small sample size, and competing business initiatives. Due to my executive leadership
position, I was not allowed to participate in the cohort selection process or have any working
knowledge of survey volunteers for the personal interviews. Direct participation would limit the
risk of respondents’ feeling pressured to participate and potentially biasing feedback. However,
today’s workplace is undergoing many requests for survey responses, and the employees are
fatigued with the survey process, which makes it unremarkable that less than 2% of the
stakeholder group volunteered for the study. When employees do not have a strong connection
to the survey content, they are less likely to participate (Pew Research Center, 2018). My
participation in the qualification, selection, and interview of the subjects would have provided an
opportunity to help identify additional participation and encourage more participant story telling
to help understand opportunities to improve multigenerational relationships. Lastly, Wabi Sabi
is undergoing significant transformational change, creating a situation in which each department
may have internal pressures that influence their multigenerational perspectives. During the study
duration there were organization restructures, new technology launches, and product innovation
that served as distractions across the enterprise with a varying degree of disruption in each
department. Although these limitations influenced data collection, they were not thought
material enough to skew research conclusions.
Recommendations for Future Research
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 52

The assertion that there is a direct correlation between common goals and
multigenerational engagement should be explored further, and I recommend further study in this
area. A meta-analysis to confirm whether common goals positively engage multigenerational
collaboration would offer more depth and understanding of the assertion. This meta-analytical
approach to the study will provide sufficient aggregation to mitigate the potential for
departmental differences that may influence the data. Multiple generations have worked
successfully together in the workplace long before today’s five generations began coexisting in
the workplace and discovering the workplace enablers can offer a significant competitive
advantage in the marketplace.
Conclusion
This project examines multigenerational engagement from the perspective of learning
what factors bring generations together and achieve successful multigenerational engagement in
the workplace. The literature on this subject is plentiful but often focused on multigenerational
differences, and the findings are often inconsistent. Unlike many of the previous studies (AARP,
2005; Bursin, 2014; Global Generations, 2015; Half, 2010), the findings in this research do not
assert that generational performance in the workplace is predictable with predetermined
expectations solely based on one’s generational family. I did find three consistent themes. I
found Wabi Sabi has a strong culture with a highly engaged workforce that looks to improve
performance. I also found a naturally multigenerational diverse workforce with good
collaboration skills that easily overcomes multigenerational differences. Lastly, I found the
organizational culture consists of beliefs and values that support a learning environment and
productive workforce.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 53

As we examine these findings, it is important to identify the factors that connect
generations. The document artifacts and the employee interviews both revealed strong
multigenerational engagement when common goals existed. When employees were asked if they
felt confident working in multigenerational teams, keywords that continued to appear in the
transcript data were respect, communication, and collaboration. This correlation between
common goals and respect, communication, and collaboration seems the key to successful
multigenerational engagement in the workplace.
There is no empirical basis for believing employee work performance can be predicted
solely by one’s generational stereotypes. Thus, there is no basis to adapt new management
routines to accommodate perceived generational differences. This energy should instead be put
toward unifying employees with team goals and understanding of the company mission. The
focus on goal achievement without the distractions of new work practices will preserve the
existing powerful and effective culture and engage a diverse multigenerational workforce toward
its company mission.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 54

Appendix A: Interview Protocols

Interviewer:
Location:
Date of Interview:
Duration of Interview:
Interviewee Name:
Date of Hire:
Employment Status:
Age:
Race:
Function/Position:

Introduction
[Name], thank you for taking the time to speak with me today about multi-generational
workplaces. We have selected you based on your employment status, age group, and function.
We will not be recording the conversation today but want your permission to take notes. Are
you OK with participating in this study?
We appreciate your support and input into this study. Participation in this research study
is completely voluntary, and if at any time you desire to stop the session, please feel free to do
so. Any information we discuss today will be confidential and the field notes I am creating will
not be accessible to anyone outside the research team. Are there any questions before we get
started?

The interview questions will consist of the following:
1. Of the five participating generating in today’s workforce, which generational group do you
self-identify with and why? (K)
2. How diverse do you feel the work teams you work with are in terms of multigenerational
diversity (explain m-g.) (M)?
3. How important do you think it is to work with diverse multigenerational work teams? Please
be as specific as possible (K, M).
a. Describe what it's like to work with diverse multigenerational teams. (K)
b. Is there a need to feel confident in working with diverse multigenerational teams? (M)
c. How confident do you feel working with diverse multigenerational teams? (K, M)
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 55

4. What are the benefits of working with diverse multigenerational teams? Give specific
examples. (K)
a. From your experience, what is the best way work in diverse generational teams? (K)
Follow up: probe into the positive and negative.
5. What are the challenges of working with diverse multigenerational teams? Give specific
examples. (K)
a. What are some strategies you feel are effective for working with diverse
multigenerational teams? (K)
b. How confident do you feel working with diverse multigenerational teams? (M)
c. How has that confidence changed over time? (M)
d. What do you think has influenced that confidence level? (M)
6. How would you generally describe the culture of the company? (O)
a. Would you describe the culture as a learning environment that encourages
improvement? (O) Why or why not? (O)
b. What kinds of PD or ongoing learning opportunities are available in the organization?
(O). Have you taken part in any of them? (K, M, O)
7. Have any of the learning opportunities or resources you have been offered focused on how to
work with multigenerational teams? (O)
a. Do you believe the organization needs to provide opportunities for work group
collaboration? (O) Why or why not? (M)
b. What opportunities have the organization provided to help you collaborate with diverse
multigenerational teams? (O)
c. Do you think more opportunities are needed? Why or why not?
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 56

8. Are there any additional insights about multigenerational work groups that you find
interesting that may help us understand the benefits or challenges associated with working
together? (K, M, O)

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 57

Appendix B: Credibility and Trustworthiness

Credibility and trustworthiness have been held in the highest regard in constructing this
study. The careful collection of survey data and intensive interview data helped gather a detailed
data set to reveal a clear picture of the workplace environment. There was an active and
successful search for both supporting data and discrepant data in the pursuit of study results to
support an unbiased conclusion. The interview study with the verbatim comments were coded
and transcribed to ensure information is credible and trustworthy (Maxwell, 2013). This strategy
was intended to ensure study credibility and mitigate study validity threats.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 58

Appendix C: Validity and Reliability

Validity and reliability have been held in the highest regard in constructing this study.
The careful collection of artifact data and intensive interview research provides valuable insights
into the workplace environment. The interview research will be conducted by two independent
Collaborative Institutional Training Initiative (CITI Program) participants with trained doctoral
candidates and will be the primary research instrument to understand knowledge and motivation
influences. The interview population names, specific ages, and other potentially identifiable
demographic data will be kept confidential. The interview information will be coded and
analyzed to ensure information is valid and reliable (Maxwell, 2013). Artifact instruments such
as the quantitative surveys that the company has collected (Buckingham & Coffman, 1999) have
proven reliable with previous employee engagement studies and support important information
toward understanding organization influence in the workplace. The survey’s administration by
an independent consultant, Braun Research Firm, further supports the instrument’s validity.
Braun Research is a privately held firm headquartered in New York City whose core competency
is data research. Braun Research was founded in 1995 and has completed over 10,000 reliable
studies. This research strategy is intended to ensure the study is credible and validity threats are
mitigated.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 59

Appendix D: Ethics
Awareness of potential ethical conflict and adherence to research ethics are important for
this study to ensure an environment of trust, accountability, confidentiality, copyright guidelines,
and many other goals. Participants for this study were recruited from a single location
workgroup of a U.S.-based $500 million private company owned by an overseas entity.
Participants were full-time employees with a minimum of 90-day continuous service. Potential
ethical considerations with the study and its research methodology include the position and
influence of the study administrator and the potential bias regarding performance improvement
(Merriam & Tisdell, 2016). The awareness and ability to plan safeguards against these potential
issues are keys to delivering a high-quality and respected conclusion.
Serving as the study administrator and as a senior leader in the target organization could
present several potential areas of concern. To reduce the potential leadership conflict, there was
a deliberate effort not to personally discuss the study or its objectives with the study participants
before or during the time of examination. The study’s interviewers will tell participants about
the study’s purpose and objectives as necessary to ensure a transparent approach. As an active
and engaged leader in the organization, I may have an unconscious bias toward retrieving
positive engagement results. To ensure impartial data collection, analysis, and reporting
activities, two unbiased CITI qualified doctoral candidates will administer the interviews. There
are no anticipated biases with regard to race, ethnicity, or socioeconomic status. The successful
mitigation of these potential ethical conflicts will safeguard the quality of the results.
All research participants in this study will be well informed of the study, and all will be in
control of their level of participation. Each participant is voluntary and will provide informed
consent by signing an authorization statement. These participants may also withdraw their
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 60

consent for any reason at any time during the study, and their input will be eliminated from the
research. The participant’s personal information will remain confidential and not be made
available to the researcher or published in a recognizable format. Upon completion of the study,
the storage and security of the research detail will be safeguarded and remain secure for five
years and then destroyed (Merriam, & Tisdell, 2016; Patton, 2002). The study will operate as
transparently as possible and hold the sensitivities of the participants with the highest regard.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 61

Appendix E
Evaluation Tools (Levels 1–2)
The purpose of this instrument is to measure Level 1 reactions to training on self-
reflection and self-regulation and the Level 2 learning components increasing employees’
metacognitive knowledge. Evaluations will be administered 2–4 weeks after TSOs have
completed training. Evaluations will be administered following training and at regular intervals
with supervisors and mentors.
Level 1
Strongly Agree Strongly Disagree
1. The job tasks I learned in
development training are
applicable to my job
(engagement, relevance).
1
o
2
o
3
o
4
o
5
o
2. The development training
environment helped me learn
(engagement).

1
o

2
o

3
o

4
o

5
o
3. The job aids made
available to me will help me
on my job (procedural
knowledge).
1
o
2
o
3
o
4
o
5
o
4. I feel free to exchange
ideas (relevance, confidence).
1
o
2
o
3
o
4
o
5
o
5. I would recommend this
training to other employees
(satisfaction).
1
o
2
o
3
o
4
o
5
o

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 62

6. What do you recommend to improve the program (satisfaction)?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Level 2
7. Describe how your supervisor or mentor can help you apply the strategies you learned to
regulate your own engagement in the development program (metacognitive knowledge).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8. Describe how you were able to complete job tasks more effectively by using the job aids.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

9. Why is it important to share best practices with peers and apply what you learned in your
daily work?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
10. Describe how confident you feel about working with your department team members
(confidence).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 63

12. Describe how confident you feel about working collaboratively across departments
(confidence).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

13. What self-reflection and self-regulation strategies do you plan to apply first when you
get back to the job (commitment)?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Why did you choose the strategy or strategies?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

14. How will you engage your supervisor or mentor to support your development and job
proficiency? (commitment)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 64

Appendix F

Evaluation Tools (Levels 1–4)

The purpose of this instrument is to measure Level 1 reactions to training on self-reflection and
self-regulation and the Level 2 learning components to increase employees’ metacognitive
knowledge. It also gathers Level 3 measures of behavior and Level 4 results and leading
indicators. Evaluations will be administered following training and at regular intervals with
supervisors and mentors.
Level 1
Strongly Agree Strongly Disagree
1. The job tasks I learned in
development training are
applicable to my job
(engagement, relevance).
1
o
2
o
3
o
4
o
5
o
2. The development training
environment helped me learn
(engagement).
1
o
2
o
3
o
4
o
5
o
3. The job aids made available
to me will help me on my job
(procedural knowledge).
1
o
2
o
3
o
4
o
5
o
4. I feel free to exchange ideas
(relevance, confidence).
1
o
2
o
3
o
4
o
5
o
5. I would recommend this
training to other employees
(satisfaction).
1
o
2
o
3
o
4
o
5
o

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 65

6. What do you recommend to improve the program (satisfaction)?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

Level 2
7. Describe how your supervisor or mentor can help you apply the strategies you learned to
regulate your own engagement in the development program (metacognitive knowledge).
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
8. Describe how you were able to complete job tasks more effectively by using the job aids.
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

9. Why is it important to share best practices with peers and apply what you learned in your
daily work?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Level 3
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 66

The following questions measure to what degree employees have processed what they
learned in the development training, peer-to-peer engagement, and supervisor and mentor
support. For employees to improve their performance, they need to regulate their own
engagement levels while on the job. The questions will be evaluated along the following
rating scale:
1. Little or no application
2. Mild degree of application
3. Moderate degree of application
4. Strong degree of application
5. Very strong degree of application and desire to help others do the same
Circle the rating that most accurately reflects your degree of application of the
concepts learned in training when achieve the following behaviors.
Critical Behaviors
Knows how to independently complete the task 1 2 3 4 5
Collaborates with others as needed to complete the task 1 2 3 4 5
Demonstrates clear, confident communications with peers across
departments
1 2 3 4 5
Manages emotions 1 2 3 4 5

Level 4
The purpose of this evaluation is to determine whether the development program made a
difference to the organization. Please respond to the prompts below regarding indicators and
results of your application of the engagement strategies you learned throughout the program.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 67

I have seen the impact on the
following area as a direct or
indirect result of applying
what I am learning in
training. Blacken all that
apply. (leading indicator)
Describe the early signs
of success on your work
you have seen as a
result of your focus on
job proficiency and
engagement.
(leading indicator)
Describe how your
improved engagement has
improved job performance
in your department and the
collaboration among
stakeholders (desired
results)
External Outcomes
Improved OTIF scores Description: Description:
Improved customer
satisfaction surveys
Description: Description:
Internal Outcomes
Increased individual
performance with daily tasks.
Description: Description:
Improved collaboration across
departments.
Description: Description:
Improved communications
across organization.
Description: Description:
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 68

Improved Employee
Engagement Survey scores for
2018

Description: Description:

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 69

Appendix G

Integrated Implementation and Evaluation Plan
For the implementation and evaluation to be effective, it is important to have a
comprehensive model to guide progress toward achievable goals. The new world Kirkpatrick
model (Kirkpatrick & Kirkpatrick, 2006) was developed in 1954, and Donald Fitzpatrick was
credited for framing and popularizing this methodology of achieving sustainable results
(Thalheimer, 2018). This model is comprised of four levels: (1) the degree to which the trainees
find the activity beneficial, known as reaction; (2) the degree of knowledge transfer to each
participant; (3) participants’ ability to apply the learned activity in their daily work; and (4) the
outcomes and progress toward realizing the organization's goals. The key to the model’s success
is that model activities start with the evaluation plan and organizational goal and then work in
reverse order to ensure strong connections between the goals and participant engagement
(Kirkpatrick & Kirkpatrick, 2016). Starting with the intended outcome sends a clear
understanding of the value of the training to the participants and improves the possibility of a
successful implementation.
Organizational Purpose
Wabi Sabi’s vision is to capture a leadership position in the easy meal solutions market.
To realize this vision by 2020, Wabi Sabi has a goal to capture a majority share in the Asian
noodle category. Demonstrating a commitment to this goal, Wabi Sabi has invested in new
talent, new equipment, and other innovation to reenergize an aging brand. The primary
stakeholder group in this study is of Wabi Sabi employees; their successful engagement will
offer improvements in customer service, cost, and bringing about professional development that
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 70

will help the company become more effective and move closer to regaining its category
dominance.
Level 4: Results and Leading Indicators
Table 7 shows the proposed Level 4. The internal outcomes represent leading indicators and
the results anticipated from training and development programs, supporting routines and
cadences, and personalized mentoring. When stakeholders meet training objectives and
demonstrate effective multigenerational engagement with coworkers, and employee mentors
observe an increase in work performance, desired outcomes can be achieved. With a focus on
these internal engagement initiatives, the external outcomes should also be realized.
Table 7
Title of Table
Outcome Metric(s) Method(s)
External Outcomes
1. By 2020,
customers will benefit
with improved
service.
1a. Customer satisfaction survey
to determine how customers rate
level of satisfaction.
1a. Survey developed,
administered, and analyzed by
an independent third party to
assess benefit over prior year
performance.
1b. Customer on-time-in-full
(OTIF) shipments will meet 75%
attainment.
1b. Supply chain metric of
logistic service level. OTIF is
fulfilled if the product is
delivered to the customer both
on time and without shortages.
Internal Outcomes
3. Employees must
know how to work in
generationally diverse
teams
3. Participation of employee
training and development
program.
3. Training work aids are
developed for each critical task
and progression of personnel
training.
4. Employees need to
feel confident in
working with diverse
teams.
4. Measured by the number of
observed or reported behavioral
corrections of employees that fail
to model effective
multigenerational engagement.
4. Participation in operational
routines and cadences is
designed to bridge functional
gaps.
5. Employees gain
benefits from working
5. Positive/negative feedback
from mentors.
5. Set aside regular times for
1:1 conversations (“Pull up a
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 71

with a diverse team in
the department.
chair”) between employees and
mentors.

Level 3: Behavior

Critical behaviors. The focused stakeholders for this research are the multigenerational
employees working toward regaining category dominance for the company. The first critical
behavior is that employees acknowledge their level of proficiency in essential tasks while
remaining dedicated to closing gaps in their capability. The second critical behavior is that
employees must model effective multigenerational engagement by treating each other with
respect and valuing each other’s contributions in the workplace. The third critical behavior is
that employees should seek the support of organizational mentors to help them navigate
workplace etiquette and meet performance expectations. The behavioral metrics, methods, and
timing are depicted in Table 8.
Table 8
Critical Behaviors, Metrics, Methods, and Timing
Critical
Behavior
Metric(s)
Method(s)
Timing
1. Employees
acknowledge
their proficiency
in essential tasks
while remaining
dedicated to
close gaps in
capability.
Number of employees who
complete training and
development of critical tasks.

1a. The
supervisor
shall manage
training
calendar and
ensure
participation
adherence
with
employees
1a. Gap assessment
is conducted
monthly.

1b.
Employees
shall be
assigned an
engaged
mentor to
help support
application of
new skills and
1b. Mentors monitor
progress and advise
employees monthly.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 72

translation to
performance
improvement.
2. Employees
must model
effective
multigenerational
engagement by
treating each
other
with respect and
valuing each
other’s
contributions in
the workplace.
The number of major behavioral
corrections observed or reported
to a supervisor.
2.
Supervisors
shall track
behavioral
issues
consolidate in
a nonpublic
way.
2. Report monthly
and meet with
employees to review
and discuss actions
necessary to
improve.

3. Employees
should have
mentors to help
them navigate
workplace
etiquette and
meet
performance
expectations.
Number of mentor and employee
documented meetings.

3a. Mentor
and schedule
employee
meetings and
check for
regular
activity by
program
leader.
3a. Mentor meetings
with employee are
reported monthly.
3b. Mentor
program leads
review for
trends and
provides
leadership to
mentorship
participants.
3b. Mentors report
findings at quarterly
mentor meeting.

Required drivers. The employees require support from each other, their mentors, and
their supervisors to be effective with their workplace multigenerational engagement and meet
their operational goals. Reinforcing employee critical knowledge, motivating through a reward-
based system, and providing organization support will provide a sustainable enterprise approach
to facing this challenge. The recommended drivers to support the critical behaviors to
accomplishing these goals are shown in Table 9.
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 73

Table 9
Title of Table
Method(s) Timing
Critical
Behaviors
Supported
1, 2, 3, etc.
Reinforcing
Employee completion of training & development of critical
tasks.
Ongoing 1, 2, 3
Maintain job aids for critical tasks. Ongoing 1, 2, 3
Maintain employee development and training schedule Monthly 1, 2, 3
Employees must model effective multigenerational
engagement by treating each other with respect and valuing
each other’s contributions in the workplace
Ongoing 1, 2, 3
Encouraging
Supervisors meet with employees to review and collaboratively
discuss actions necessary to improve.
Monthly 1, 2, 3
Mentor program lead reviews trends and provides leadership to
mentor participants.
Quarterly 1, 2, 3
Rewarding
Feedback from mentors and supervisors regards value of their
contributions.
Monthly 1, 2, 3
Public acknowledgement, such as internal newsletters, staff
meetings, and group meetings, are offered.
Ongoing 1, 2, 3
Monitoring
Maintain employee gap analysis of critical tasks. Ongoing 1, 2, 3
Maintain job aids for critical tasks. Ongoing 1, 2, 3
Supervisors shall track behavioral issues consolidated in a
nonpublic way.
Monthly 1, 2, 3
Mentor and employee have regular meetings and observation
opportunities scheduled.
Ongoing 1, 2, 3

Organizational support. Successful implementation and management of these critical
behaviors require strong support from the organization. Having a well-managed, metric-driven
competency gap identification program, standardized routines with supervisors and mentors, and
program support from the organization will be necessary to achieve stakeholder and
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 74

organizational goals. The recommendations in the organizational table indicate how the
organization will support the stakeholders’ critical behaviors. The organization’s commitment to
the program in the form of resources and engagement will directly influence the outcome. The
organization will benefit from this implementation with an effective team of multigenerational
employees.
Level 2: Learning
Learning goals. Following completion of the recommended solutions, the stakeholders
will be able to:
1. Work effectively in multigenerational teams; (P)
2. Engage in common goals; (D)
3. Display confidence in multigenerational teams; (Confidence)
4. Foster a learning culture; (Confidence)
5. Learn the steps to engage in formal and informal opportunities to collaborate with
each other; (P)
6. Improve customer service; (D)
7. Create organizational gap analysis for critical tasks; (M)
8. Provide access to a training and development program; (C)
9. Provide access to active employee mentor program; and (C)
10. Model effective engagement with respect for each other and value their
contributions. (Value)
Program. The stakeholder learning goals listed in this section will be achieved with a
multigenerational engagement program focused on the discovery of employee competency gaps,
collaboration to achieve common goals, and a well-developed training and development program
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 75

that closes skill competency gaps. The employees will assess their daily activity and self-
identify critical tasks. Upon completion of critical task identification, employees will rate their
perceived proficiency for each task in an effort to aggregate department information and assess
competency gaps across the organization. This proficiency gaps are the inputs to building a
customized training and development program that address the proficiency of critical tasks and
ensure that sufficient routines and standard practices support the needs of the organization.
Upon completion of the gap analysis, supervisors will ensure a job aid exists for each critical
task and store it in a central repository for access. The central repository will provide unlimited
access to critical task requirements and increase employee confidence in their work. The design
of this multigenerational engagement program advocates for the stakeholder and enables the
development of individual skills through collaboration and support from mentors and
supervisors.
Stakeholders will have formal and informal opportunities to collaborate with their
supervisors, their mentors, and each other to achieve common goals. Employees and their
supervisors should formally meet at least once per month to review individual performance, their
progress with development and training, and their engagement across multigenerational teams.
Supervisor support help ensure that employees are learning and developing toward goals and
objectives. Employees should also meet with assigned mentors to reinforce that they are
progressing toward their development goals as needed to support the work teams. This
mentorship will help improve communication and provide a forum to discuss issues and
concerns outside of a traditional performance management system. Organizational mentors
should meet quarterly to share experiences and ensure they are representing stakeholders with
the best information and provide consistent direction. As tasks and situations increase with
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 76

complexity, meeting frequency with supervisors and mentors may increase accordingly. As
employees engage with each other, they must respect one another and recognize each other’s
strengths to have an efficient flow of work and high levels of engagement.
The training and development program is employee led and focused on closing employee
competency gaps. Employees who have exhibited expert knowledge and self-identify
proficiency with a critical task should validate the job aid associated with the task and lead the
training for the team. The development and training program should meet at least monthly in 1-
hour increments to provide training. Training should be documented for attendance, and
employees should be tested for competency before certifying as qualified on the critical task. All
training and development content should be kept in a central repository and maintained by a
highly competent and motivated informal organizational leader. The training and development
program is key to ensuring stakeholders are confident and competent in their work.
Components of learning. Demonstrating competency is a necessary reinforcement to
the learner and builds individual confidence that the learner is able to independently apply the
knowledge. Providing an opportunity for individuals to demonstrate capabilities provides
reinforcement of understanding and serves as a good example for others. When learners know
there is a confidence check after training, there is an increase in focus and participation
(Kirkpatrick & Kirkpatrick, 2006). As such, Table 10 lists the evaluation methods and timing for
these components of learning.
Table 10
Components of Learning for the Program.
Method(s) or Activity(ies) Timing
Declarative Knowledge: “I know it.”
Knowledge checks using job aids Ongoing
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 77

Knowledge checks through formal and informal supervisor
discussions
Monthly

Knowledge checks through formal and informal mentor
discussions
Monthly

Procedural Skills: “I can do it right now.”
Open access to job aids to allow employees to cross-check and
build confidence
Ongoing
Employee-led development and training sessions provide
demonstrations and an individual confidence check
Monthly
Quality of the feedback from peers during training sessions During the workshops

Attitude: “I believe this is worthwhile.”
Supervisor observation during counseling session During monthly meeting
Monitor observation during counseling session During monthly meeting

Confidence: “I think I can do it on the job.”
Open access to job aids to allow employees to cross-check and
build confidence
Ongoing

Commitment: “I will do it on the job.”
Commitment confirmation through formal and informal
supervisor discussions
Monthly

Commitment confirmation through formal and informal
mentor discussions
Monthly

Level 1: Reaction
Table 11
Components to Measure Reactions to the Program
Method(s) or Tool(s) Timing
Engagement
Maintaining participation records for development and
training
Ongoing during scheduled
training events
Asking meaningful questions Ongoing during supervisor and
mentor meetings
Observation by supervisor/mentor/peer Ongoing
Performance management report Monthly
Relevance
Employee/participant feedback Monthly

Customer Satisfaction
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 78

Performance of customer metrics: customer on-time-in-
full (OTIF)
Weekly

Customer satisfaction survey Semi-annual by third party

Evaluation Tools
Immediately following the program implementation. From the gap analysis results,
the training and development needs of the organization will be aggregated and a routine and
standardized process will be established to manage implementation and monitor progress. The
progress of the training and individual competency levels demonstrated will indicate employees’
engagement with critical tasks. The supervisor and mentor formal and informal meetings will
further assess employee engagement and affirm the relevance of the training to their job
performance. Customer satisfaction will be monitored each week with an on-time and in-full
(OTIF) metric and measured by a semi-annual customer satisfaction survey administered by an
unbiased third party. The organization training and development should increase employee
engagement and have a lasting positive effect on customer satisfaction.
For Level 1, during the critical task training, the instructor will conduct a confidence
check by asking participants to demonstrate learning and evaluating their effectiveness. Level 2
will include interviews with supervisors and mentors to ensure the employee is engaged and
understands the value of the development and training program.
Delayed for a period after the program implementation. Every 3 months, or each
quarter, the organization’s training participation and overall critical task competency will be
reviewed by supervisors to assess improvement. The level of participation in training events
(Level 1) will indicate the level of employee engagement. The individual demonstration of
critical tasks (Level 2) will indicate the confidence and value of the training. The interaction of
employees and assessment derived from supervisors and mentor monthly meetings will affirm
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 79

employee behavior and process development are sustaining positive change (Level 3), and the
weekly trend of OTIF scores over the 3-month period will indicate the direction of customer
service and will be validated by the customer satisfaction survey (Level 4).
Data Analysis and Reporting
Level 4 OTIF results are measured systematically by using the electronic data
interchange (EDI) providing transactional time stamps of delivery quantity confirmation by
customer and shipment arrival by the freight carriers. These results are available daily by ship
source and by customers and serve as excellent measures of service. This OTIF measure
aggregated by quarter and combined with the semi-annual customer satisfaction survey provides
the leadership with powerful information to evaluate the internal success of the program and
provide insights into business performance. The dashboard below will report data on these
measures to support the leadership and offer the organization a powerful tool to make decisions.
A similar dashboard will be created to monitor Levels 1, 2, and 3.

Figure #. The images show individuals completing training this month and customer satisfaction.
Summary
Administering the new world Kirkpatrick model (Kirkpatrick & Kirkpatrick, 2016) to
plan, implement, and evaluate recommendations increases the probability of a successful
outcome. Level 4 of this model measures the final results, level 3 focuses on behaviors of
SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 80

participants to reinforce learning, level 2 corroborates participate learning, and level 1 confirms a
positive reaction by participants. This framework provides a thorough and proven process to
help craft a plan and develop an effective communication strategy for leadership. Understanding
the new world Kirkpatrick model and how it supports the implementation plan allows leadership
to effectively resource the project and anticipate additional ways to support the team. The
organization will be best served if it has an adequately resourced team and a clear understanding
of expectations and potential outcomes.

SUCCESSFUL MULTIGENERATIONAL ENGAGEMENT 81

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Abstract (if available)

Abstract Research about generational differences has generated several familiar themes. Generations are said to have different values, different work–life balance objectives, and different work ethics. Many practitioners and researchers have considered whether these age stereotypes influence perception and recommended adapting new workplace practices. Thus, business leaders today feel pressure to reshape management routines to support a multigenerational workforce, attract and retain talent, and adapt new workforce practices that engage these diverse teams. This paper examines the issue from a new perspective and focuses on identifying those factors that bring generations together to achieve successful multigenerational engagement in the workplace. These research findings suggest that in an effective workplace culture with high engagement scores, all generations can rally together behind common goals and build shared competencies through adaptive learning without restructuring workplace management routines and adding new workplace practices. The focus on goal achievement without the distractions of new work practices will preserve the existing powerful and effective culture and engage a diverse multigenerational workforce with its company mission.

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University of Southern California Dissertations and Theses

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Asset Metadata

Creator Elliot, Bruce (author)

Core Title Evaluation of practice toward successful multigenerational engagement

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Publication Date 10/15/2018

Defense Date 06/13/2018

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

Tag and self-efficacy,Baby Boom Generation,engagement,Generation X,Generation Z,Millennial Generation,multigenerational conflict,multigenerational team,multigenerational workforce,OAI-PMH Harvest,workplace stereotypes

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Hirabayashi, Kimberly (committee chair), Datta, Monique (committee member), Lynch, Douglas Eugene (committee member)

Creator Email belliot@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-76575

Unique identifier UC11672307

Identifier etd-ElliotBruc-6837.pdf (filename),usctheses-c89-76575 (legacy record id)

Legacy Identifier etd-ElliotBruc-6837.pdf

Dmrecord 76575

Document Type Dissertation

Format application/pdf (imt)

Rights Elliot, Bruce

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