Article

The twenty-first century multiple generation workforce: Overlaps and differences but also challenges and benefits

Emerald Publishing
Education + Training
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Abstract

Purpose The purpose of this paper is to explore the issues around a multiple generational workforce and more specifically, the challenges and benefits for education providers and employers. Design/methodology/approach Reviewing research papers, analysing academic texts, interrogating market intelligence and contextualising case studies, the paper examines the “experience” or “qualifications” debate alongside the similarities, differences and overlaps of the cross‐generational workforce, with a view to offering education/training solutions. Findings Demographic forecasts suggest that the UK workplace will imminently be dominated by older, experienced employees. As the composition of the workplace shifts, examining the inter‐relationship between groups of workers of different ages/profiles who have different skills, attitudes, expectations and learning styles is vital. The synergy caused by this inter‐mingling cannot help but impact on employers, sectors and higher education institutions. Research limitations/implications Data around the “older” graduate is not readily available – there is still an implicit belief that “graduate” means approximately 21/22 years old. Whilst many general demographic forecasts are produced, the future is still relatively unknown. Originality/value The paper builds upon the authors’ own original research into the employment market from an HE perspective. Little has been so far published around how the generations might usefully work together, especially the idea of adapting the skills and maximising on the overlaps of different generational profiles. The exploration of the hybrid graduate is also a new area for academic research.

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... They are especially looking for jobs which contribute to the society, as they tend to have a strong sense of fairness, morality, social concern and responsibility, and are more civic-minded than their predecessors (e.g., Blythe et al., 2008;Werth and Werth, 2011). Their jobs should enable autonomy and independence, as they value freedom and flexibility (e.g., Wilson and Johnsen, 2006;Anantatmula and Shrivastav, 2012), but they value and have a preference for collaboration and working in teams as well (e.g., Helyer and Lee, 2012;Hernaus & Pološki Vokić, 2014). Furthermore, as Yers are easily bored (Wilson and Johnsen, 2006), they are looking for intellectually challenging, exciting and fun work where they can be creative, innovative and blend work and play (e.g., Eisner, 2005;Treuren and Anderson, 2010). ...
... Tangible evidence of credibility, such as salary and rapid raises, are important to them (e.g., Zemke et al., 2000;AARP, 2007), however they are less materialistic than their predecessors (Walmsley, 2007). They often prefer being given time off for a balanced life, having a meaningful job or contributing to society over receiving money (e.g., Eisner, 2005;Helyer and Lee, 2012). They appreciate individual rewards (as they are fairly individualistic) (Walmsley, 2007), and salaries based on work, not seniority (Ahlrichs, 2011). ...
... Compared with older generations, including Xers, Yers hold stronger values for personal lifeleisure, social and family time (e.g., Yeaton, 2008;Twenge et al., 2010). They are even willing to change jobs if they are not fulfilled or satisfied with the balance between personal and professional life, such as in case of excessive overtime and travel (e.g., Walmsley, 2007;Helyer and Lee, 2012). To achieve a work-life balance Yers want flexible work options, such as work-schedule flexibility and working from home, i.e., flexibility to work when and where they want (e.g., Wilson and Johnsen, 2006;Ahlrichs, 2007). ...
Chapter
Contemporary work-related literature is filled with an ongoing debate alongside the similarities, differences and overlaps of the crossgenerational workforce, resulting with a lack of consensus among experts about generation specifics and their impact on the work environment. To aid with a serious shortage of empirical studies on generational HRM preferences, this chapter aims to add to the discussion in two ways. Firstly, by providing an extensive theoretical systematization of HRM practices which are likely to be the most effective for achieving high performance from the two prevailing generations in the contemporary workforce (Xers and Yers), and secondly by exposing empirical evidence from a comprehensive study on the topic. Using 275 Xers and 544 Yers as a sample, contrasting the theoretically based previous knowledge, the study revealed that Xers and Yers can be attracted, motivated and retained by identical HRM practices. Comparing and contrasting the preferences of Xers and Yers, this chapter identifies the foremost HRM preferences of the two generations: (1) jobs which add a significant value both to the organization and society, are challenging and enable growth, (2) performance systems, rewards and promotions based on individual contribution and potential, (3) opportunities to continually learn, develop and be promoted, (4) online job search and application, (5) work-life balance and flexible work arrangements, and (6) considerable material rewards and benefits.
... Generational differences may affect relationships among team members, but individuals need to create mutual respect and benefit from crossgenerational differences (Ferri-Reed, 2012a;Houck, 2011). In order to receive extraordinary results, leaders need to refrain from making rigid stereotypes about generations and examine individuals' skills and achievements (Helyer & Lee, 2012). A company and the employees benefit from having the right training and succession planning. ...
... Company leaders are still interested in overcoming these challenges. Millennials demonstrate themselves to be more qualified than ever and are becoming the highest performing workforce in history (Helyer & Lee, 2012). Offering 401(k) accounts or a company pension plan is not necessarily attractive to this generation. ...
... o ‫تة:‬ ‫ت‬ ‫ت‬ ‫ف‬ ‫المعر‬ ‫تة‬ ‫ت‬ ‫ت‬ ‫اتيجي‬ ‫تتر‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫ت‬ ‫إس‬ ( Bolisani, &Bratianu, 2017 ) ; ( Chowhan, Pries & Mann, S. 2017 ) : ( Shujahat, Hussain, Javed, Malik, Thurasamy& Ali, 2017 .) o : ‫األلفية‬ ‫جيل‬ ‫توظيف‬ ‫استراتيجية‬ ( Myers & Sadaghiani, 2010 ) ; ( Kicheva, 2017 ) : ( Helyer & Lee, 2012) ; ( Hoole & Bonnema, 2015) ; (Luscombe, Lewis & Biggs, 2013 ( Shujahat, Hussain, Javed, Malik, Thurasamy& Ali, 2017 .) o ‫التجاري‬ ‫الذكاء‬ : ( Cox &Jantti, 2012 ) ; ( Antoniadis, Tsiakiris&Tsopogloy, 2015 ) ; ( Fink, Yogev& Even, 2017 ) ; ( Yu, 2017 ) ; ( Al-Weshah, 2017 .) ...
... ‫األلفية‬ ‫جيل‬ ‫توظيف‬ (Y) (Glass, 2007); (Hurst & Good,2009); ( Castellanos & Torres, 2010); ( Helyer & Lee, 2012); (Luscombe, Lewis & Biggs, 2013); ( Hoole & Bonnema, 2015). ...
Thesis
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Tthis study aims to illustrate the concept of re-framing human resources development strategies with its dimensions (training strategy, empowerment strategy, knowledge strategy, recruiting millennium strategy (generation Y) , and its impact on competitive intelligence with its dimensions (commercial intelligence, technological intelligence) The study also aims to demonstrate the relative importance of reframing human resource development strategies, competitive intelligence, and the visionary leadership of the researched group, from the perepective senior and meddle managers formed the study sampil of 130 managers. And to achieve the objectives of the study ,the descriptive analytical approach was adopted ,and the questionnaire designed by the researcher was used as a tool for all primary data. In addition, the comprehensive survey method was adopted in selecting the study sample through the distribution of the questionnaire to all the components of the study population in the companies of the group, retrieving (118) vaild questionnaire for analysis which represents (90.8%) of the total distributed questionnaires. After the data were subjected to analysis and hypothesis testing by means of the statistical package of social sciences (SPSS) program,. The study results showed high relative importance of re-framing human resources development strategies at Al-Hourani Group, and that there is a statistically significant impact in its dimensions of reframing human resources strategies in competitive intelligence in Al-Hourani Group. (Knowledge strategy) is one of the most important dimensions of re-framing human resources development strategies. It has an impact on competitive intelligence. In addition, there is a statistically significant impact of visionary leadership as an intermediate variable in the competitive intelligence of Al-Hourani Group According to the findings of the study, the researcher recommends the listed below: - Guiding Al-Hourani Group to use feedback on training outcomes to further update its training programs on an ongoing basis. - provideing more financial and support for innovative, value-added creative initiatives submitted by the employees. - Adopting AL- Hourani Group clearer criteria for delegation of authority, allowing sufficient flexibility for its employees to promote their own values of self-accountability, and devising plans with a highest efficiency degree to ensure that they benefit from the creative potential inherented in their human resources. - AL- Hourani Group should follow a number of diverse approaches that have the potential to generate knowledge and to rethink the knowledge acquired by its employees for continuous development. - Increased focus avoiding potential threats by transforming thrm into opportunities by using strategic planning tools. Opening words: Re- framing Human Resource development Strategies, Competitive Intelligence, Visionary Leadership, Al Hourani Group, Jordan.
... Today's workforce is comprised of as many as five generations of employees, with three comprising the majority of workers: Baby Boomers, Generation X, and Generation Y 3 (Helyer & Lee, 2012). When the Baby Boomers entered the workforce, they learned exacting standards for excellence. ...
... Generation Y entered the workforce in the postmodern management 1990s, when managing the balance of work and life began to gain some traction (Helyer & Lee, 2012). This group challenged authority and set out to change employer practices more readily than had prior the generations before them. ...
Article
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... Entrepreneurs could use e learning as means to developing technological literacy (Becker et al., 2012). E learning provides the opportunity for an entrepreneur to develop new skills in reading, writing, and arithmetic (Helyer & Lee, 2012). The unwillingness to learn, and the resistance to the use computers at work by senior employees is as a result of been stereotype and rigid toward technological literacy (Becker et al., 2012). ...
... The unwillingness to learn, and the resistance to the use computers at work by senior employees is as a result of been stereotype and rigid toward technological literacy (Becker et al., 2012). For small-scale information to be attained, a senior manager is required to demonstrate a commitment to technological literacy in the workplace (Helyer & Lee, 2012). Berker et al. (2012) appraised whether the younger generation of employees possesses a superior technological advantage over the older employees. ...
... This way, they can stimulate creativity by venturing into new areas. Helyer and Lee (2012) aver that despite liking their independence, Gen Y populace also prefer collaborations and teamwork which are important elements in organizations desire for innovativeness. ...
Article
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The continued significance of the tourism industry rests on its ability to nurture creativity. A key component of this industry's workforce is Gen Y who are expected to be at the forefront in innovation. The study examined antecedents and consequences of innovative work behaviour and the moderating influence of supervisors among Gen Y employees in the hospitality industry in Kenya. Informed by the positivist philosophical school of thought and leaning towards explanatory research design, we targeted Gen Y employees drawn from star rated hotels in Nairobi City County. Data was collected through self-administered questionnaires and Hayes' Macro 'PROCESS' approach was used to test whether supervisor support moderates the relationship between the identified antecedents and Gen Y employees' innovative behaviour. The study established that work design (B=0.426. p<0.001), corporate strategy (B=0.243, p<0.001), and forming groups and networks (B= 0.277, p<0.001) were positive and significant antecedents of Gen Y employees' innovative behavior in the hospitality industry. In addition, the test of highest order unconditional interaction revealed that supervisor support was critical in moderating the relationship between these antecedents and Gen Y employees' innovative behavior. Conclusively, it is imperative that supervisors take a leading role in harnessing innovativeness among Gen Y employees.
... Learning reflection activities can also describe how students are satisfied with the teaching and learning activities that have been carried out (Fauzi & Suryadi, 2020). Research by Helyer & Lee (2012) shows that students who practice learning reflection activities are more skilled and successful in work in various fields. Referring to Dewey's theory regarding reflective learning (Maida, 2011), it appears that teaching reflection skills, especially in professional education such as teachers and nurses, is an important activity. ...
Article
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The determining factors for the success of the learning process are students and the teacher/lecturer as the person most responsible for implementing the learning process. This study aimed to describe the process of learning reflection as the professional development of Elementary School Teacher Education (ESTE) lecturers based on Didactical Design Research (DDR) in learning the Elementary Science Basic Concepts course. The method used in this research is qualitative. The research design used is phenomenology. This research was conducted at the ESTE Study Program, one of the tertiary institutions in Cimahi City. The participants in this study were an ESTE lecturer. Data collection techniques used in this study were participant observation, interviews, and focus group discussions. The data analysis technique used was Interpretative Phenomenological Analysis (IPA). The results showed that there were several learning obstacles in the form of epistemological obstacles, which occurred due to students' lack of knowledge related to the concepts they were learning and caused students to experience misconceptions. Then a hypothetical learning trajectory is compiled as a series of learning paths that students go through to achieve more meaningful learning goals. The limitation in this study is that the analysis of each step in the DDR process has not been fully described, so that for further research each step can be clearly described to see a more real impact from the lecturer professional development process that has been implemented.
... However, Koutropoulos (2020) argues that not all individuals born within a certain period describe generational characteristics in general because important differences are influenced by educational level, socio-economic status, and historical background. This opinion is also supported by Helyer & Lee (2012) who state that the notion of generational characteristics is only an estimate and not everyone is suitable to be grouped into these predetermined categories. The gap between generations will affect the quality and meaning of inter-generational communication if each generation cannot understand how other generations communicate (Heng et al., 2013). ...
Article
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This study aims to empirically examine the differences of perception between generation (generation gap) in fraud prevention, which was analyzed by seven variables, namely tone of the top, anti-fraud training, code of conduct, whistle blowing system (WBS), segregation of duties, fraud risk assessment and background checking. This study used 398 questionnaires consisting of 149 gen Z respondents, 87 gen X respondents, 154 gen Y/Millennials respondents and 8 Boomers respondents. The analytical method used was Mann-Whitney test by SPSS v.26.0. The results show that there was generation gap between generations Z and X (in the tone of the top variable), between generations Z and Y (in the tone of the top variable and WBS) and between Generations X and Y (in the tone of the top variable). However, there were no generation gap between generation Z and boomers, X and boomers and Z and boomers in the overall fraud prevention variables studied. The limitation of this study was the limited number of respondents, especially from the boomer’s generation. This research is expected to provide benefits for determining anti-fraud prevention strategies that are in accordance with the character of each generation.
... Individuals of same chronological age may differ in respect to career stage, health, family status and many other factors. Notwithstanding the stereotype that claims that older employees tend to be less ambitious (Curran and Blackburn, 2001), Harms et al., 2014 found resonance with Helyer and Lee (2012), that older entrepreneurs do not exit a company because of insecurities of keeping up with younger co-workers. On the contrary, they are driven away because of non-ambitious and unenterprising employers. ...
Chapter
The 50+ age group had made a significant contribution to the entrepreneurship and innovation agenda in the US. Similarly, entrepreneurs above the age of 50 constituted around 15% of all commercial startups in England. Senior entrepreneurship has been considered a promising way to manage the issue of aging population. Could India be the next destination for third-age entrepreneurship to find its calling? Should we acknowledge the advantages of senior entrepreneurship and sensitize the aging population and the governments toward it? In light of limited literature available for senior entrepreneurship, potential motivating factors or driving force are discussed. Furthermore, entrepreneurship in India is highlighted encompassing the status of entrepreneurship, policies and schemes promoting entrepreneurship, and opportunities and challenges for senior entrepreneurship. Finally, the chapter concludes with implications for practice in policy-making and in terms of encouraging senior entrepreneurship and its antecedents in the Indian context.
... This intra-group variation is so large that some researchers even postulate that the term digital natives should no longer be used when referring to young people, because the phrase does not describe them at all (Koutropoulos, 2011). Young people do not always fit the definition of a given generation (Helyer and Lee, 2012). Generations Y and Z have similar attention capacities. ...
Article
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Objectives The paper aimed to examine potential differences in attention and alternating capacities between two modern digital generations, i.e., Y and Z. Although these generations are described as different, generation Z is thought ro be multitasking, there is a lack of scientific research documenting these dissimilarities. Material and methods The study involved a group of 408 participants (202 representing generation Y, and 206 representing generation Z). The experiment consisted of two parts, i.e., tasks measuring target detection attention capacities and alternating attention tasks. Results Surprisingly, the results showed there are no significant differences in attentional capacities between these two modern digital generations. Generation Z is not more multitasking than generation Y. Conclusions The similarities between these two generations raise questions about the philosophy of the concept of generations and about scientific evidence supporting the ideas of differentiation of generations. Our results are consistent with opinions concerning heterogeneity of IT/technological capacities among modern digital generations. The cognitive capacities of both generations are similar which was explained in line with critical opinions related to the philosophy and essence of the concept of generation differentiation.
... It is critical to understand a person's exposure to and experience with digital technology before categorizing that individual as a "digital native" or "digital immigrant" (Prensky, 2001). 'The concept of generational traits is a rough guideline, and people do not always fall neatly into such defined groups' (Ruth Helyer, 2012). This study aims to see how the health information-seeking behavior of generation Z on health information; this research will be conducted using a quantitative survey method to generation Z in Indonesia. ...
Article
Social media is a communication tool that can disseminate or spread a culture, including YouTube. It has become a meeting place for various people from different backgrounds. However, YouTube becomes an arena where dominant groups exercise power over other groups. Trans TV company has the capital that can create a habitus that oppresses other groups. Through the ‘Ngobrol Asal' program, Trans TV tries to maintain its position. The program indicates the existence of symbolic violence against people with disabilities. Disability discrimination issues have been in the spotlight throughout history. Through the modernization of communication tools, discrimination of persons with disabilities occurs smoothly. Komeng, the actor, performs a comedy that refers to the symbolic violence against Daus Mini as a person with a disability whose limitations turn into a joke that indirectly impacts the negative perception of people with disabilities. This study uses qualitative research methods. This study uses the perspective of Stuart Hall's Representation Theory to reveal the meaning of the scene and Bourdieu's Theory of Symbolic Violence to explain comedic content, which is an arena for the practice of symbolic violence. The results of this study indicate the existence of symbolic violence in the 'Ngobrol Asal' program. This can be seen in Komeng's jokes, representing Daus Mini as a small child who cannot contribute to society. The limitation of Daus Mini as the actor is interpreted as a disgrace to the family or the surrounding environment. Trans TV as a capital owner, uses YouTube as a battle arena to maintain its position, regardless of the impact on people with disabilities. Keywords: Symbolic violence, Disability, YouTube, Trans TV, Representation
... Η γενιά αυτή θα χτίσει πολλές καριέρες, οι οποίες μπορεί να παράλληλες, καθώς τα ίδια άτομα μπορεί να έχουν ταυτόχρονα δυο ή περισσότερες εργασίες στον ίδιο ή σε διαφορετικούς κλάδους. Οι γενιές των εργαζομένων έχουν διαφορετικές στάσεις, συμπεριφορές και δεξιότητες και η επίδρασή τους στην ανάπτυξη μια επιχείρησης έχει απασχολήσει τους ερευνητές (Sibarani et al 2015, Bennett et al, 2012, Helyer and Lee, 2012, Kuyken, 2012. Ένα άλλο ζήτημα που έχει επίσης απασχολήσει τους ερευνητές είναι οι σχέσεις, η μεταφορά (transfer) και η διαχείριση της γνώσης (knowledge management) ανάμεσα σε αυτό το πολυγενεολογικό εργατικό δυναμικό σε μία περίοδο που παρατηρείται έλλειψη ειδικευμένων και ταλαντούχων εργαζομένων (Williams, 2015, Gordon, 2014. ...
Book
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ICIB 2015 & 2016 Proceedings edited by Aristidis Bitzenis and Panagiotis Kontakos. Special thanks to Maria Elisavet Dimitriadi and Vasileios Vlachos. © 2016 «Εργαστήριο Διεθνών Σχέσεων και Ευρωπαϊκής Ολοκλήρωσης του Πανεπιστημίου Μακεδονίας» Πανεπιστήμιο Μακεδονίας Οικονομικών και Κοινωνικών Επιστημών, Εγνατία 156, Τ.Κ. 54006, Θεσσαλονίκη. http://www.diethneis-sxeseis.gr Τμήμα Διεθνών και Ευρωπαϊκών Σπουδών Τηλ. 2310 891498 | Fax: 2310 891465 Μπιτζένης Π. Αριστείδης, Ph.D. ISBN 978-618-5255-01-5 (e-book) 978-618-5255-00-8 (Hard Copy) ISSN 2241-5645
... Research has indicated that employees aged 18-32 have found it difficult to develop a work relationship with management, which is critical for job effectiveness (Akhras, 2015). Establishing an effective work relationship, is however at times challenging due to diverse generational characteristics and work values (Helyer & Lee, 2012;Okosi, 2017). Management needs to understand what affects Millennial work behaviour positively and negatively in order to establish a positive work relationship. ...
Conference Paper
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Studies on coopetition have gained research interest over the last three decades. Coopetition refers to a complex structure of firms' interdependence where cooperation and competition are simultaneously present and intertwined, also defined as simultaneous pursuit of cooperation and competition between firms. The tourism industry consists of diversified categories of SMEs that operate in close proximity and are interdependent due to limited resources; competing and cooperating becomes ineludible. This paradox has led researchers to explore the drivers or motivations, as well as outcomes of coopetition. Drivers are classified under external drivers relating to industry factors, relation-specific and internal drivers. There are inevitable tensions generated by the coopetition phenomena. Paradoxes emerging from inter-organizational relationships surface from competing goals and demands, hence the tension. This paper determined drivers and outcomes of coopetition at the inter-organizational level among small and medium enterprises (SMEs) in the tourism industry at Lüderitz through in-depth interviews and ethnographic methodology. External drivers such as geographic proximity, customer preferences or needs and credibility, and, relation-specific drivers such as location, trust and commitment were the dominant determinants of coopetition. The outcomes of coopetition include customer satisfaction, enhanced destination image, cost saving, information sharing, enhanced innovation, access to required resources and firm growth. A main challenge uncovered is the lack of joint marketing of Lüderitz as a destination which impede the long-term competitiveness and success of the destination. There is a dominant cooperative culture of coopetitive relationships which alludes to coopetition capability of businesses to maintain moderate levels of tension for best alliance performance.
... Keywords proactive personality; career decision-making self-efficacy; employment stress; career planning; COVID-19 pandemic; Chinese graduates Difficulty for graduates in securing employment has become an increasingly serious issue in the global labor market (Yang, 2018). In some European countries, such as Spain, Germany, and France, and also in the United Kingdom, there has been a constantly unsolved mismatch between the supply of positions in industries and the job demand of graduates, catalyzing increasing challenges for graduates to obtain adequate employment when entering the labor market (Branine & Avramenko, 2015;Helyer & Lee, 2012;Mourshed et al., 2014;Schomburg, 2000). The highest unemployment rates observed in 2020 were 16.3%, 15.5%, and 7.8% in Greece, Spain, and the European region, respectively (Eurostat, 2020). ...
Article
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We investigated the moderating role of employment stress in the relationship between proactive personality and career decision-making self-efficacy among recent Chinese graduates during the COVID-19 pandemic. The main results are as follows: (a) proactive personality positively predicted career decision-making self-efficacy, (b) employment stress was negatively related to proactive personality and career decision-making self-efficacy, and (c) employment stress significantly and negatively moderated the effect of proactive personality on career decision-making self-efficacy, meaning that the moderating effect was stronger at a lower level of employment stress. The results indicate that students graduating during the COVID-19 pandemic are more prone to suffering from complex career decision-making processes exacerbated by a challenging and changing labor market. Our findings suggest that graduates should secure flexible employment options and that officials, staff, and managers in governments, universities, and industries should work together to enhance graduates’ career decision-making self-efficacy and assist them in achieving their early career aspirations by alleviating internal and external employment pressure.
... The outcome of this being that graduates with no prior life or work experiences are less successful in gaining employment. Consequently, graduates have to be familiar with the selection criteria of different employers if they are to develop the desired competencies and increase their graduateness (Branine, 2008;Finch et al., 2013;Helyer and Lee, 2012;Woods and Dennis, 2009). Despite the fact that higher education is still considered to be an "entrance ticket" to the job market, it is the additional soft skills that may be the crucial factor in distinguishing one top graduate from another (Nilsson, 2010). ...
Article
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Purpose This research paper seeks to identify multiple stakeholder perceptions relating to the level of graduateness of a group of business school graduates in Palestine. Design/methodology/approach An exploratory mixed method approach was employed. Survey data provided the quantitative information that was analysed using statistical package for the social sciences (SPSS). Interviews of 1.5–2 h duration were conducted to gather the qualitative data. The study utilised an inductive thematic approach to analyse these data. Findings Employers were resolute in the view that despite the high level of youth unemployment in Palestine, they still had difficulty in sourcing suitably qualified graduates. Collaboration between employers and higher education providers is not of a level that supports the development of graduateness. The identified key skill shortages occurred in the soft skills area, for example, written and verbal communication, language and problem-solving skills, negotiation and conflict resolution. Research limitations/implications As an exploratory research study, there are opportunities for future research investigating more deeply the themes identified and the success or otherwise of the recommended initiatives. Practical implications This study has implications for both educationalists and policymakers, regarding the prioritisation of development funding and of policies and practices aimed at improving youth employment. There are implications for all stakeholders with regard to collaboration in curriculum development, provision of education, and training and development programmes targeting young people to ensure that they are work ready. Originality/value This paper is one of the first to examine the skills gap between business schools' graduates and employment in Palestine.
... The definition of individual characteristics in this study refers to the opinion of and focuses on the characteristic of millennial generation constructs (Crampton & Hodge, 2017;Helyer & Lee, 2012). The definition of the six individual characteristic indicators are widely accepted because they are considered to represent the entire literature on individual characteristics (Zemke, et al., 2013;Tulgan & Martin, 2001). ...
Article
Full-text available
The purpose of this study is to investigate the impact of individual characteristics on employee performance of millennial employees. Furthermore, the study was also to test the moderating effect of training on the impact of individual characteristics on employee performance of millennial employees. This research was conducted from six business entities in Yogyakarta which were engaged in media and information technology sectors. This research used saturation sampling. Primary data was obtained by circulating questionnaires to 250 millennials employees, but only 118 questionnaires were returned. The data were analyzed with PLS-SEM using SmartPLS 3.00 application. The result revealed that individual characteristics have a positive and significant impact on employee performance of millennial employees. Furthermore, training cannot moderate the impact of individual characteristics on employee performance. From these findings, we need to underline that the millennial employee's performance would increase if millennial employees increased their individual characteristics in their working activity.
... (UKCES, 2009: 5) Although the definition offered by UKCES links the development of employability skills with the learning process, it remains unsatisfactory with regard to the specific skills that are important for the development of employability as an attribute. An increasing number of higher education institutions offer 'work experience' as part of work placement programmes or internships and generally in WIL programmes (Helyer and Lee, 2012;Jackson, 2015;Jackson and Wilton, 2016). However, this should not necessarily be taken as suggesting that it is impossible to develop employability skills unless a work placement is part of the degree. ...
Article
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This article contributes to the debate on employability skills in UK higher education. It starts by discussing the concept of employability and places the debate in the context of mega-trends affecting UK higher education and the broader UK labour market. It distinguishes between different types of employability skills, as identified by employers’ surveys, and matches them with specific small-group teaching activities, drawing on pedagogic theory and practice. The article concludes that, beyond work-integrated learning, traditional small-group teaching activities can go a long way towards bridging the gap between graduates’ skills and labour market needs.
... According to (Helyer and Lee 2012) Gen Y which is also known as millennial is reflected as individuals who were conceived in the middle of the year 1979-1991. According to definition states above, Generation Y must be 28-40 years of age as per year 2019. ...
... A generation refers to a group of individuals of similar ages or birth years that experienced a noticeable event or incident within a set period of time (Frian and Mulyani, 2018). Literature states that, at the time of writing and collecting data for this study, the current nursing workforce consists of four generations, including the Veterans (Silent generation;born between 1939 and1945;73-79 years old), Baby Boomers (Sandwich generation;born between 1946 and1964;54-72 years old), Generation X ('Gen X'; born between 1965 and1980; 38-53 years old) and Generation Y ('Gen Y', Millennials; born between 1981 and 2000; 18-37 years old) (Helyer and Lee, 2012;Mensik, 2007;Moore et al., 2016). However, it is also important to note that Generation Z -'Gen Z' (born after 1995) -are coming but only a few have entered the workforce since they are not yet adults. ...
Article
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Background Much research provides evidence that four age groups or generations of nurse managers exist, and it is assumed that they work and act differently according to each generation’s characteristics and attitudes, which may influence their managerial competence. Aims To compare first-line nurse managers’ managerial competence according to generational analysis across public hospitals in Indonesia. Methods This study employed a cross-sectional survey in 18 public hospitals in Indonesia with 254 first-line nurse managers selected using simple random sampling. The Indonesian First-Line Nurse Managers Managerial Competence Scale (IFLNMMCS) was used to measure managerial competence. Data were analysed using descriptive analyses using means, standard deviations and independent t-test. Results There was no significant difference in the total score of managerial competence of Generation X and Millennial first-line nurse managers (p = 0.077). Of five dimensions of managerial competence, only applying quality care improvement (p = 0.028) and financial management (p = 0.013) were significantly different, while leadership (p = 0.142), facilitating spiritual nursing care (p = 0.353), self-management (p = 0.130), staffing and professional development (p = 0.068) and utilizing informatics (p = 0.304) were not significantly different. Conclusion This study serves as a foundation for better human resource management, education and professional development for first-line nurse managers among public hospitals in Indonesia.
... According to (Helyer and Lee 2012) Gen Y which is also known as millennial is reflected as individuals who were conceived in the middle of the year 1979-1991. According to definition states above, Generation Y must be 28-40 years of age as per year 2019. ...
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Job hopping in the modern world is one of the major challenges that can be perceived in the current workforce market in Generation Y. The determination of this exploration is to scrutinize among tangible or intangible rewards, which plays most significant role in increasing job-hopping behavior in Generation Y employees in Pakistan. Tangible rewards were factored in 1. Market Competitive Pay, 2. Monetary Benefits and 3. Performance Incentives, whereas intangible rewards include 1. Quality of Work, 2. Work Life Balance, 3. Inspiration & Values, 4. Organization Environment and 5. Future Growth & Opportunity. The data was collected by means of close ended likert scale based questionnaire from 201 employees who belong to different industries in Pakistan. Confirmatory factor analysis & Structured Equation Modelling were used for the examination. The study found that job hopping is optimistically associated with intangible rewards in Gen Y employees & negatively associated with tangible rewards. This research provides insight to employers which factors must be considered while developing strategies for employees’ compensation and retention in order to retain their competent employees and minimize job hopping behavior in Generation Y employees.
... Finally, factors including lower birth rates and expanding requisite skill sets have created a professional workforce shortage Helyer & Lee, 2012;Ng & Parry, 2016). Compounding this problem, retention of young employees remains relatively low as they tend to leave jobs faster than older workers do (Campione, 2015). ...
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The next generation (i.e., post-Millennials/Gen Z) now represents a majority of our business students. Yet, there is limited empirical evidence of the career expectations of this emerging generation, thereby impeding our ability to effectively engage students both in the classroom and in the career development process. To overcome this gap, we surveyed business students at seven different U.S. universities to assess their career work expectations. The results show broad similarities between Gen Z and the prior Gen Y generation yet also highlight some meaningful, significant variations. Supporting and extending existing literature, the results depict a typical business student who focuses on a stable career by developing strong skillsets that allow them to advance quickly in the workplace. A follow up survey of business faculty and career service personnel reveals that both groups are relatively out of touch with such student expectations. Specific recommendations are subsequently provided to enable business faculty to enrich student interest in their courses as well as help academic programs and career services enhance the fit of these students with majors and careers.
... They are defined as the Erasmus generation [14]. Work values of these individuals can be affected by age cohort or generation [15]. People from gen X do not like to network but they prefer advertising and recommitment. ...
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ntroduction: In recent years, scientific interest in generational differences has increased. More attention has been paid to the younger (Y generation) and to older workers (baby boom generation), little attention has been given to the X generation, composed of people who are between 35 and 50 years old. This paper aimed to examine the role of age in the relationship between diversity climate and job crafting, focusing on the middle aged (X generation). Objective and Methods: Based on lifespan development, self-regulation and job demands-resources theory, we postulated that the association between diversity climate and job crafting weakens with age. Specifically, we hypothesized that age can moderate the positive relationship between diversity climate and job crafting. The participants were 271 employees from different Italian organizations. Results: The results from hierarchical regression analysis showed that the relationship between diversity climate and job crafting is stronger in middle aged workers rather than in older workers. Conclusions: The findings suggest that diversity climate, in terms of organizational fairness, inclusion and personal diversity value can play a crucial role in the influence of job crafting which is, in turn, essential to improve positive organizational outcomes. Limitations and theoretical and operative implications are discussed.
... They are defined as the Erasmus generation [14]. Work values of these individuals can be affected by age cohort or generation [15]. People from gen X do not like to network but they prefer advertising and recommitment. ...
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Introduction In recent years, scientific interest in generational differences has increased. More attention has been paid to the younger (Y generation) and to older workers (baby boom generation), little attention has been given to the X generation, composed of people who are between 35 and 50 years old. This paper aimed to examine the role of age in the relationship between diversity climate and job crafting, focusing on the middle aged (X generation). Objective and Methods Based on lifespan development, self-regulation and job demands-resources theory, we postulated that the association between diversity climate and job crafting weakens with age. Specifically, we hypothesized that age can moderate the positive relationship between diversity climate and job crafting. The participants were 271 employees from different Italian organizations. Results The results from hierarchical regression analysis showed that the relationship between diversity climate and job crafting is stronger in middle aged workers rather than in older workers. Conclusions The findings suggest that diversity climate, in terms of organizational fairness, inclusion and personal diversity value can play a crucial role in the influence of job crafting which is, in turn, essential to improve positive organizational outcomes. Limitations and theoretical and operative implications are discussed.
... Higher education institutions should aim at creating a dynamic synergy and dialectic between academic learning and work-based practice (Gray, 2001). Helyer and Lee, (2012), from different work sectors ranging from petrochemicals to digital media, identified generic training in the following aspects as most appropriate to current and future skills development. Key areas identified were:  Leadership and management skills  Sales and negotiation skills  Problem solving skills  Communication skills  Financial decision making skills  Marketing skills  IT and software training;  Knowledge on legal issues like intellectual property, copyright  Innovative and creative thinking skills In the Indian higher education sector also quality and relevance have come to be the centre of focus .The International Labour Organization (ILO) has predicted that by 2020, India will have 116 million workers in the age bracket of 20 to 24 years. ...
... Myers and Sadaghiani 2010), (c) technology orientations due to age gap (e.g. Salkowitz 2008), (d) personal values and work attitudes (Costanza et al. 2012;Helyer and Lee 2012;Ismail 2016), (e) influence on organization culture and performance, and (f) preferences in work-life balance (Ng and Parry 2016;Twenge et al. 2010;Wray-Lake et al. 2011;Woodward, Vongswasdi, and More 2015). ...
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This study examines the millennials’ perceptions of Confucianism and their influence on their personal values and behavioural orientations with a sample from Taiwan to address the research gap in intergenerational and intercultural human resource development (HRD) research. It complements results from western research and offers important insights to worldwide managers and HRD practitioners for talent development and learning-related initiatives when working with employees and organizations with East Asia backgrounds. The concept of Confucius’ process of developing into a virtuous person seems to be rooted in the Taiwanese millennials’ mind, who as guided by Confucius tend to have a primary focus on accumulating knowledge, practicing moral behaviour, and correcting one’s mind and behaviour. Along with the globalization and technology advancement, the sampled millennials hold a strong traditional values of Confucian philosophy; yet, such strong cultural values may be attenuated a great deal after exposing to western culture over times. The Confucian virtue (moral) behaviour practice, harmonious relations, and self-cultivation are found as top three factors of Confucian values. Implications for HRD practices and recommendations for future research are discussed.
... The events included material and technical developments and the changing society in terms of work-life initiatives, which shape the beliefs, perceptions and the values of the generations (Costanza et al., 2012). The generational stereotypes reported in the current study are similar to those found in previous research, including the perceived loyalty of Baby Boomers (D'Amato and Hertzfeldt, 2008) and Millenials' desire for flexible working (Helyer and Lee, 2012). However, few of the Millennial and Generation X respondents felt belongingness to a generation, which may be due to the unconsciousness of their generational inclusion (Aboim and Vasconcelos, 2014). ...
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Purpose While age is receiving increased attention in the literature on workplace diversity, it remains under researched. Intergenerational contact and its relationship to ageism require further research to understand their mechanisms and impacts. The paper aims to discuss this issue. Design/methodology/approach Using semi-structured interviews in the Norwegian technical industry, this paper explores how generations are formed and how this influences intergenerational contact. Findings Through the lens of ageism, the findings reveal that generational stereotypes are strongly held by respondents, and may affect how members of the generations interact in the workplace. Further, the data demonstrate that both age and generation are socially constructed, and age discrimination is perceived by both older and younger workers. Originality/value The study has relevance for managers who are overseeing organizations with considerable age differences.
... Jeske and Roßnagel (2015, p. 379) specifically discuss age vs learning capability, and suggest that "more work is needed in order to change how older workers are viewed in the workplace". Helyer and Lee (2012) note that while there are generational differences, there are also overlaps that bring challenges and benefits. Negative stereotypes of older workers serve to focus only on the challenges and it is for this reason that age has been explored as a main theme within this paper. ...
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Purpose The purpose of this paper is to examine the factors affecting employees’ overall acceptance, satisfaction and future use of e-learning, specifically exploring the impact that age has on the intended future use of e-learning relative to the other potential predictors. Design/methodology/approach The project developed an online survey and invited employees of one Australian rail organisation to participate. Questions were structured around the factors that affect acceptance and future use of e-learning. Statistical analysis was used. Findings The findings from the study suggest that, despite the often espoused stereotype, age is not a significant factor impacting either future use intentions or satisfaction with e-learning. In contrast, three variables were found to be useful predictors of intention for future use of organisational e-learning; low complexity, authenticity and technical support. Research limitations/implications The study did not consider other moderating effects related to demographic data other than age, such as educational experience. Further, the case presented is a single organisation and therefore is not necessarily representative of other industries. Future studies should adopt a mixed methods approach. Practical implications This study has emphasised that attention needs to be focussed on factors over which organisations have control when adopting and using e-learning. Employee age should not be seen as an obstacle to e-learning implementation, rather attention needs to turn to effective and user-friendly e-learning interventions along with sufficient technology support. Originality/value Perceptions within industry and indeed in some literature, suggest that employee age stereotypes still exist in relation to technology uptake. This research has demonstrated that this stereotype is an erroneous assumption and emphasised the importance of other factors.
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This research is a idea of novelty which aims to empirically test about generation gap there is generation X, Y/Milenial, generation Z and Boomers toward anti-fraud awareness which was analyzed with seven variables, there is tone of the top, anti-fraud training, implementation of code of conduct, hotline/whistleblowing system, segregation of duties, fraud risk assessment and background checks. The data source was obtained from distributing questionnaires to individuals in the educational environment. Sampling was carried out at random or simple random sampling. The analytical method used is the Mann-Whitney test with SPSS 25. The research results show that there is a generation gap between generations X and Y, generations X and Z and generations Y and Z. Meanwhile for Generation X and Boomers, generation Y and Boomers as well as generation Z and Boomers do not show a generation gap to raise awareness about the importance of fraud prevention. The limitations of the research are the respondents, especially the Boomer generation respondents. So that further research can increase the number of respondents and in a different scope. It is hoped that this research will provide benefits for determining strategies for anti-fraud awareness according to the character of each generation.
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This chapter is a personal narrative examining how faculty responded to transitioning to the on-line course delivery modality during COVID-19. Using social constructivist philosophical orientation and pedagogies to explore self-identity, the author examines how life-long learning is stifled due to myriad conditions in academe. Social constructivist tenets are used to explore how decisions regarding on-line teaching preparation were made. The chapter concludes with suggestions as to how to better incorporate the non-dominant sector, senior faculty, into the life-long learning strategic plan.
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Reviewing literature, this study highlights the challengesChallenges organizations face once, for the first time, four generations coexist at the workplaceWorkplace—Veterans, Baby Boomers, Generation X and MillennialsMillennials. Thus, it disserts around Millennials’Millennials construct focusing on their leadershipLeadership and followershipFollowership characteristics, discussing how these redefine organizational dynamic forces. Millennials’Millennials psychodynamics impel on management attention, foremost because many of these are based on the carry-over of their parents’ mentality: we claim the “helicopter parenthoodHelicopter parenthood” experience (Twenge in Med Educ 43:398–405, 2009) developed into this group some aspects they transpose into the workplaceWorkplace, labelling them as the “Trophy Kids” generation (Alsop in The trophy kids group up: How the Millennial generation is shaping up the workplace. Jossey-Bass, San Francisco, 2008). As so, their early life experiences climaxed into a cohort that, we defend, is driven by a “pay-off” mindset always motivated by achievingAchieving, at the same time constantly needing guidance to averse risk and to feel validated by peers and (more importantly) superiors. This work suggests the relevance of implementing restructured organizations, directed at people and relationships, with a flatter hierarchical structure through upgraded flexibleFlexible and cooperative manifestations of leadershipLeadership, thus demanding advanced collective dynamics grounded on technologically learning and experimenting processes. CoachingCoaching, we argue, can be a good approach in regards to it.
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Artikel ini membahas tentang pembelajaran antargenerasi sebagai kendaraan sosial yang menciptakan pertukaran sumber daya yang disengaja dan yang berkelanjutan di antara generasi. Melalui kajian literatur yang diperoleh dari berbagai sumber baik cetak maupun elektronik, penulis memaparkan urgensi pembelajaran antargenerasi untuk mengembangkan modal dan kohesi sosial, membangun generasi bersama dan menjembatani kesenjangan antargenerasi. Untuk mendapatkan karakteristik yang jelas dari teori dan konsep yang dikaji, penulis menggunakan metode content analysis. Hasil dan pembahasan dititikberatkan pada upaya menggeneralisasi konsep generasi dan pengelompokannya, kesenjangan yang timbul akibat perbedaan generasi serta program yang diberi atribut sebagai pembelajaran antargenerasi. Pada bagian akhir tulisan, penulis memaparkan implikasi pembelajaran antargenerasi dalam tataran praktik. Bahwa dalam merancang program, penting mengidentifikasi faktor khusus keberhasilan program selain manajemen secara umum, yakni menyangkut tujuan, manfaat timbal balik, motivasi peserta, perekrutan peserta, pelibatan tenaga profesional, daya tarik konten serta tantangan lain dalam menyukseskan praktik pembelajaran antargenerasi.
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Artikel ini membahas tentang pembelajaran antargenerasi sebagai kendaraan sosial yang menciptakan pertukaran sumber daya yang disengaja dan yang berkelanjutan di antara generasi. Melalui kajian literatur yang diperoleh dari berbagai sumber baik cetak maupun elektronik, penulis memaparkan urgensi pembelajaran antargenerasi untuk mengembangkan modal dan kohesi sosial, membangun generasi bersama dan menjembatani kesenjangan antargenerasi. Untuk mendapatkan karakteristik yang jelas dari teori dan konsep yang dikaji, penulis menggunakan metode content analysis. Hasil dan pembahasan dititikberatkan pada upaya menggeneralisasi konsep generasi dan pengelompokannya, kesenjangan yang timbul akibat perbedaan generasi serta program yang diberi atribut sebagai pembelajaran antargenerasi. Pada bagian akhir tulisan, penulis memaparkan implikasi pembelajaran antargenerasi dalam tataran praktik. Bahwa dalam merancang program, penting mengidentifikasi faktor khusus keberhasilan program selain manajemen secara umum, yakni menyangkut tujuan, manfaat timbal balik, motivasi peserta, perekrutan peserta, pelibatan tenaga profesional, daya tarik konten serta tantangan lain dalam menyukseskan praktik pembelajaran antargenerasi.
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The power of reflection is highly acknowledged to promote learning and develop expertise, yet reflective skills are rarely explicitly taught in schools. As a result, encouraging reflection among learners is often difficult to accomplish, especially in the Technical and Vocational Education and Training (TVET) setting. By employing the Technological Pedagogical Content Knowledge (TPACK) construct, this research investigated the use of structured reflection through digital learning portfolios (e-portfolio) and explores its relation to students’ learning. Using mixed methods design, this study examined a group of students from one of the TVET institutions in Brunei over an eight-week period as they practiced reflection through e-portfolio designed to guide the students to reflect upon their own learning. The students’ e-portfolio notes were converted to Students’ Reflective Scores (SRS) as a measure of level of reflection. The data gathered revealed that although student performance can have a moderate effect on students’ level of reflection, building structured opportunities to reflect and integrate learning can develop students’ ability to reflect better. The quality of students’ reflection had significantly increased throughout the study period as more students exhibited higher-order thinking in their e-portfolio. Meanwhile, the key themes emerging from the semi-structured interview data revealed that while students see reflection in detached ways, the intervention had provided the opportunity for students to enhance both their cognitive and metacognitive skills. The students’ responses also implied that operational feasibility of e-portfolio for Brunei TVET might depend on teachers’ input, students’ motivation, type of e-portfolio software chosen, and connectivity setting.
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This study aimed at exploring the direct and indirect relationship between workplace empowerment, work-life quality, and employee commitment. 361 questionnaires were randomly distributed to both nurses and physicians in public hospitals located in Aden, Yemen. Using structural equation modelling, the results revealed a direct positive relationship between workplace empowerment and employee commitment, and a direct positive relationship between workplace empowerment and work-life quality. Moreover, there is a direct positive relationship between work-life quality and employee commitment. Furthermore, there is an indirect effect between Workplace empowerment and employee commitment through work-life quality.
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Abstract: This study aimed at exploring the direct and indirect relationship between workplace empowerment, work-life quality, and employee commitment. 361 questionnaires were randomly distributed to both nurses and physicians in public hospitals located in Aden, Yemen. Using structural equation modelling, the results revealed a direct positive relationship between workplace empowerment and employee commitment, and a direct positive relationship between workplace empowerment and work-life quality. Moreover, there is a direct positive relationship between work-life quality and employee commitment. Furthermore, there is an indirect effect between Workplace empowerment and employee commitment through work-life quality.
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Prior to attending the retreat, participants addressed the question of preparing emerging leaders through their “Pre-Retreat Musings.” Responses included the ability to connect with both humility and strength, and to foster innovation through a deep connection to both the mission and the organization. Not surprisingly, participants once again spoke to intentional concern for the well-being of others, and the ability to embrace the present and future beyond immediate and material rewards. Other participants spoke to eliciting “better angels” among their constituents and to creating legacies of hope and love. Preparation of emerging leaders includes modeling and encouraging practices of spirituality such as meditation, music, yoga, or other mindful routines. As demonstrated below, participants brought much of this collective wisdom to the retreat.
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A multigenerational workforce is now commonplace, and research has shown that historical context and generational experiences affect the values, attitudes, and working and learning preferences of each generation. Therefore, organizations' awareness of the demographic profile of their internal talent and external talent from which they may recruit is needed to ensure they are cognizant of their employees' needs. Training leaders can serve as a valuable resource for businesses and their employees by offering support in learning and technology. To assist with the needs of this changing employee workforce, training leaders will need to consider generational attitudes and preferences regarding learning and technology to develop effective training that serves both the business and the employee. In this narrative review, the authors discuss generational attitudes towards learning and technology to assist training leaders in understanding the needs of the current multigenerational workforce and to provide actionable guidance for training multigenerational learners.
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En los últimos años se han producido cambios rápidos y profundos en la organización del trabajo y el contenido del trabajo, lo que ha contribuido a la aparición de los trabajadores autónomos dependientes, que realizan una nueva forma de trabajo que se encuentra dentro de una "zona gris" entre el trabajo por cuenta ajena y el autoempleo. El concepto de trabajadores autónomos dependientes también se ha utilizado para referirse a diferentes situaciones y, aunque la terminología empleada varía, se trata de una realidad conocida en toda Europa aunque existe poca evidencia empírica sobre sus características. En este trabajo se estudian las principales características de los trabajadores dependientes por cuenta propia comparando su perfil con los empleados por cuenta ajena y los trabajadores por cuenta propia tradicionales”. Además, se analizan las condiciones de trabajo de los tres grupos para mostrar las diferencias entre ellos. Los datos utilizados se han obtenido a partir de la V Encuesta Europea de Condiciones de Trabajo. Los resultados obtenidos muestran que existe un tronco común en cuanto a los factores que discriminan a los autónomos de los asalariados, pero que existen algunos matices que diferencian y definen a cada grupo de autónomos con respecto a los empleados por cuenta ajena.
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Interpersonal communication has changed since the inception of the internet. Face-to-face communication moved to computer-mediated communication (CMC). CMC users are mostly younger people such as Generation Y. They are comfortable with using digital interactive technologies for communication. The Baby Boomer generation, on the other hand, values face-to-face communication. The different ways of communication causes conflict between these two generations. The research question is: ‘How can the generational communication gap between the Baby Boomer generation and Generation Y be closed in order to allow them to have meaningful interpersonal communication?’ The research was done through a literature review within the cues-filtered-out approach, using the social presence theory. The conclusion is that the meaning of messages is often compromised in CMC because of the lack of nonverbal cues and social presence, however rather than not communicating, people should communicate via digital media to meet some of their relational needs.
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It has been argued that people's engagement with work is becoming more like a series of encounters than an enduring relationship. In this article we address the question of whether this fragmentation is characteristic of people in the early stages of their working lives by drawing on a study of young adults in Bristol. We conclude that there is a core of young adults who are employed in a relatively stable pattern, along with a sizable minority, mostly of low paid workers, whose working lives can be described as discontinuous and fragmented. The study suggests that employment fragmentation is concentrated among young adults with less education, and in lower status, lower paid occupations and does not support a generalized picture of uncertainty and discontinuity.These employment patterns among younger people tend to highlight the continuing significance of long-standing social divisions of socio-economic advantage and gender-related disadvantage.
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Organizations are currently facing the retirement of many older workers and the challenge of recruiting and retaining young talent. However, few studies have empirically substantiated generational differences in work values. This study examines the work values of a nationally representative sample of U.S. high school seniors in 1976, 1991, and 2006 (N = 16,507) representing Baby Boomers, Generation X (GenX), and Generation Me (GenMe, also known as GenY, or Millennials). With data collected across time, these analyses isolate generational differences from age differences, unlike one-time studies, which cannot separate the two. Leisure values increased steadily over the generations (d comparing Boomers and GenMe = .57), and work centrality declined. Extrinsic values (e.g., status, money) peaked with GenX but were still higher among GenMe than among Boomers (d = .26). Contrary to popular press reports, GenMe does not favor altruistic work values (e.g., helping, societal worth) more than previous generations. Social values (e.g., making friends) and intrinsic values (e.g., an interesting, results-oriented job) were rated lower by GenMe than by Boomers. These findings have practical implications for the recruitment and management of the emerging workforce.
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This is a discursive article based on recent research into higher level skills gaps in the Tees Valley; it discusses what Higher Education in the UK may look like in the future, both in terms of curriculum and pedagogy. In the last twelve months a plethora of policy documents and initiatives (UK and beyond) focussed on future jobs and the importance of higher level skills have emerged, this paper attempts to put the findings of the Tees Valley research within this context. Society is changing and one of the results of this is that new skills emerge along with the need for new ways of learning. The traditional model of full time university is no longer the only way to participate in higher education. Higher level learning needs to be flexible, adaptable and above all relevant. Generic, transferable life skills emerge as one of the most important factors to consider when contemplating higher level skills. Not only are they what employers feel are lacking in graduates but they are also the skills that will help individuals to become competent and adaptable learners. With these attributes learners become better equipped to cope with the demands of ever evolving occupations in the future. Higher education needs to be multi-faceted; ensuring that individuals learn how to learn and also develop the relevant skills required by business. The research findings are contextualised by examples of current academic activity and curriculum developments with employers and employees in a University's business school in the North East of England.
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There are challenges associated with effectively managing the multi-generational workforce that now populates most organizations. While generational diversity brings a variety of experiences and perspectives to the workplace, the differing needs and values of each generation must be addressed in order to build a high-performing organization (Lieber, 2010). The balancing of generational differences is of particular interest in the academic community. Because many professors work well into their 70s teaching students barely into their 20s, college campuses perhaps more than other workplaces require ongoing interaction among the generations. This paper will examine the characteristics of four generations – veterans, baby boomers, GenX and GenY – and discuss the differences and similarities among these generations. Five areas are identified where minor changes can be made in the academic workplace to meet the needs of a multi-generational workforce. These include adjusting the career path, providing ongoing feedback and rewards, expanding avenues for communication, offering work-life balance, and embracing technology.
Article
Purpose The purpose of this paper is to explore the concept of generational difference and reflect on how this might impact on organisational approaches to graduate development. Design/methodology/approach The paper explores the characteristics of Generation Y graduates and the implications of their entry into the workplace for organisations' graduate learning and development programmes, drawing on academic and popular literature and the organisational experience of one major employer of young people. Findings This paper presents a profile of Generation Y and suggests that the learning styles and expectations of this group are very different from earlier generations. Using its experiences of employing Generation Y the case study organisation suggests future graduate development schemes need to utilise the latest technology to deliver audio‐visually rich, multi‐tasking challenges which require a collaborative approach, offer instant feedback whilst at the same time recognising that its participants may not see the need for or indeed take responsibility for their own development or its perceived failings. Research limitations/implications The paper suggests that further in‐depth research into Generation Y and organisational graduate development schemes is necessary to determine how far such schemes are meeting expectations. Practical implications Employers of graduates need to evaluate the effectiveness of their programmes. Originality/value The main contribution of this paper is to highlight how employers, and particularly graduate development managers, need to re‐examine their graduate development schemes to ensure they are not only meeting the needs and expectations of the organisation but also the individuals for whom they are designed.
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