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Purpose: The purpose of particular study is to explore individuals’ perceptions of knowledge sharing and its obstacles in a multigenerational engineering company. This study focuses on two groups of individuals: employees and managers. The perception of knowledge sharing and how differently generations perceive it is covered in this study. The obstacles which could occur during knowledge sharing between different generations in the engineering field are explored. The role of management in knowledge sharing processes is also covered. Methodology: To explore individuals’ perceptions of knowledge sharing and its obstacles in a multigenerational engineering company. A qualitative research approach was applied, using single company case study strategy. The case company is one of the leading construction engineering companies in Latvia. The primary data was gathered by conducting 12 semi-structured interviews, 3 interviews per every generation (Millennial, Generation X and Baby boomer) and 3 interviews with managers. The secondary data was obtained from the company, which included internal documents covering the general information about the company, guidelines and policies. By the usage of primary and secondary data triangulation of the study was reached. Findings: The thesis provides analysis of knowledge sharing and its obstacles within the multigenerational workforce of a construction engineering company. The perceptions of three generational cohorts such as Baby Boomers, Generation X and Millennials are presented. The conceptual framework for the study was built on the basis of three dimensions such as organizational. individual and technological obstacles. Based on the conceptual framework, authors brought up several propositions which supported the analysis process. The analysis showed that there are differences in perception of knowledge sharing and obstacles connected with it between engineers of different generations. Originality: There has not been any research about knowledge sharing between different generations in Latvia nor in Northern Europe, in general. The engineering field is a knowledge intensive sector, therefore knowledge sharing is crucial. Labor force still contains three different generations, thus it is important to explore whether engineering companies in Latvia have faced knowledge sharing obstacles, as it is a rapidly developing sector in this particular country.

This diploma thesis deals with intergenerational cooperation of employees in the field of services, with satisfaction and working effectiveness of elderly employees. The aim of the thesis is to make suggestions and provide recommendations to improve the cooperation of intergenerational employees in the field of services, as well as suggestions that human resources and managers can take to improve the satisfaction and working effectiveness of elderly employees. In the section of quantitative questionnaire research there are applied methods of statistical analysis and in pursuance of qualitative research there are applied methods of semi-structured interviews with employees of selected organisations. The closing part contains suggestions and advice for improvement of inter-generational cooperation and improvement of satisfaction and working effectiveness of elderly employees.

Walden University College of Social and Behavioral Sciences This is to certify that the doctoral dissertation by Nathasha Brooks-Harris has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Mark Gordon, Committee Chairperson, Public Policy and Administration Faculty Dr. Michael Knight, Committee Member, Public Policy and Administration Faculty Dr. Michael Brewer, University Reviewer, Public Policy and Administration Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 There is a digital divide between Baby Boomers and Millennials in the way they communicate and use technology in the New York City public sector workplace. The purpose of this empirical phenomenological study was to explore the phenomenon of generational communications between Baby Boomers and Millennials in the New York City workplace and to understand their lived experiences of how they communicate and use technology in their job. The conceptual framework consisted of two theories: Cameron & Quinn's competing values framework and Prensky's digital natives/digital immigrants. A total of 21 New York City workers (10 Baby Boomers and 11 Millennials) from various agencies participated in semi structured interviews and answered the DISC Classic Profile, an instrument that showed their communication styles. The data were analyzed using the Stevick-Colazzi method and Dedoose data analysis procedure to find groups of meaning and themes. Research found benefits and challenges of technology that impacted communications; how organizational culture impacted technology use and communications; fears about using and learning technology; differences in relationships affecting Baby Boomers and Millennials; and differences in communication styles affecting management and subordinates. Recommendations for future research include conducting a similar qualitative study on Generation X and a quantitative study on Baby Boomers and Millennials. The findings of this study will contribute to positive social change through the implementation of reverse mentoring, knowledge management and transfer, succession planning, and human resource management.

Baby boomers are the largest age cohort in the United States, making up approximately 20% of the population. This cohort is faced with global problems that contribute to perceived loneliness and a lack of socialization. Additionally, baby boomers have an increased online presence on Facebook (FB), yet little is known about this age group and FB use. This research study addressed this issue with an examination of the relationships between overall perceived loneliness, socialization efficacy, and FB use. The theoretical framework that guided this study was Bandura's social learning theory, which was used to examine the effects of social reinforcement. Participants, those born between 1946 and 1964, (n = 97) were asked to share 2 months of FB activity, including the number of FB friends, number of postings, types of postings, quotes included, status updates, articles reposted, and whether friends were tagged in their posts. The FB variables were correlated with perceived loneliness, as measured by the Revised UCLA Loneliness Scale, and socialization efficacy, as measured by the Social Skill Scale, through a stepwise multiple regression analysis. The findings did not yield any statistically significant relationships between the FB variables and loneliness or socialization efficacy among baby boomers. These findings imply that other factors not studied here are promoting the increase in baby boomer FB use. The social change implications include mental health clinicians having a deeper knowledge base of baby boomers' FB use and an accurate portrayal of this cohort for increased treatment effectiveness, as baby boomers are portrayed as being lonely, isolated, and technologically challenged, which was not empirically supported in this study.

Company leaders in the workplace represent all generations with diverse values, and those values influence their financial decisions in the workplace. The problem is that multigenerational company leaders and their employees possess different values from one another, which in turn creates different financial priorities for the company. The purpose of this qualitative study was to gain a better understanding of how the financial values of company leaders from different generations are developed, and how those values influence their financial decisions in the workplace. The key research question for this qualitative study examined how the financial values and decisions of company leaders in the workplace differ from their fellow company leaders from a different generation. This study assessed the different motivations for financial decision making by the multigenerational managers in the workplace. Semi-structured interviews and notes from direct observation of 10 multigenerational managers coupled with the analysis compiled from qualitative research software showed that most managers possessed similar financial values and made similar financial decisions, regardless of their generation. The findings also showed that the financial values of the participants were developed at an early age, which influenced their financial decision-making in the workplace. These results could lead to positive social change by gaining a better understanding of the motivations for financial values and financial decisions made in the workplace.

This study examined the effects of generational differences on student achievement of students in Brevard Public Schools, Brevard County, Florida. The independent variable was the generational cohorts (Traditionalist, Baby Boomer, Generation X, and Millennials). The dependent variable was the factors of job satisfaction, organizational commitment, and work motivation. A second dependent variable was Value-Added Measure (VAM) scores calculated by the Department of Education for the state of Florida for each teacher of grades K-12. These VAM scores were derived from the Florida Comprehensive Assessment Test (FCAT) Reading and Math Developmental Scale scores to show a teacher’s effect on student achievement. A convenience sample of teachers was surveyed from the population of all Brevard Public Schools teachers, and respondents’ VAM scores were analyzed for differences in the means. Findings showed that there was a statistically significant difference in job satisfaction among the generational cohorts based on the benefits factor. Baby Boomers found benefits to be a more important aspect of job satisfaction than did Millennials. There was also a statistically significant difference in organizational commitment among the generational cohorts based on career at current school. Baby Boomers found spending the rest of their career at their current school significantly more important than did Millennials. There was no statistically significant difference among the generational cohorts in work motivation or means of VAM scores. Recommendations were made for future studies that generalize the finding to other counties in Florida, other states, and other countries. The possibility of generational impact being a cultural experience would be addressed. Another possible future study included examining individuals within a single generational cohort. Gender considerations are one area iii for study. Furthermore, it is recommended that future studies move beyond one timeframe for gathering data. A longitudinal study of the same people within a generation from the beginning of their career to the end to determine if values change due to aging and gaining experience as compared to belonging to a generation should be conducted

The purpose of this study was to identify teaching techniques that could be used in college classrooms for effectively teaching two different age cohorts: Baby Boomers and Generation X students. Baby Boomers are those people born between 1946 and 1964. The subsequent generation, known as Generation X, was born between 1965 and 1981. A multi-case qualitative study was designed to include interviews with faculty, focus groups with students, and classroom observations at three different community colleges in east Tennessee. Thirty-one faculty, ranging in age from 29 to 65, comprised the faculty panel. There were 48 student participants. Half of the 24 female students were Generation Xers. Of 22 male participants, 16 were Generation Xers. Classroom observations of nine different sections were conducted. These observations included traditional lecture classes, lab classes, and a couple of multimedia classrooms. Interviews with the faculty panel revealed almost diametrically opposite classroom behaviors between Baby Boomers and Generation X students. While older students are generally more motivated, focused, and come to class prepared to learn; younger students were reported to exhibit behaviors that are antithetical to these. Some younger students indicated that they preferred to work on teams with older students for these reasons. Additionally, effective teaching techniques for the two age cohorts were also discovered to be different. While both Boomers and Xers preferred real world examples to illustrate classroom theories, what was a relevant example for one generation was not always relevant for the other. Therefore, many instructors need to ascertain what is relevant in the Xers' world as constituted by the media, the Internet, and popular culture. The modern classroom needs a variety of teaching techniques to cater to different types of learners. Perhaps a model whereby older students mentor professional behavior for the younger, and the younger teach older students how to use computer technologies would be a better learning environment. Additionally, a third of the instructors interviewed have found that they need to be entertaining to hold the shorter attention spans of the younger student. Some type of visual component is becoming the norm in most classrooms, but there was not always agreement on which visuals were most effective for the two age groups. Baby Boomers generally preferred the board for transparency viewing or note taking in outline form Conversely, while some young students liked these methods, a greater number preferred watching videos. However, the videos had to be engaging and usually no longer than 20 minutes to be effective. Furthermore, 43% of the younger students value individual attention from their instructors, indicating that it can often make the difference between passing and failing a course. A third of the faculty also noted the younger students' hunger for attention. For instance, the eldest faculty member indicated, “So many Generation Xers are needy in terms of needing lots and lots of attention [because] a lot of my Generation X students are separated from their families.” Whatever the reasons, today's college instructors have a difficult task in assimilating the many learning styles and generational differences of age cohorts present in their classrooms. Not only do they have to stay informed in their academic domains and adapt their courses to multimedia and distance learning technologies, but they have to be entertaining for younger students to make the class interesting.

The official standard of a 40-hour work week has not changed for decades in the United States. A flexible work arrangement (a.k.a. telework, flexible schedule or telecommuting) is an alternative to the traditional 9am to 5pm, 40+hours work week in office. In truth, the working environment has changed as employees are expected to work more than 40 hours per week and must be accessible around the clock on weekends and after the end of the workday. Millennials and Baby Boomers (called the emerging populations) are pushing the agenda on flexible work arrangements and getting more flexible schedules. Technology makes this all possible. Millennials are described as the always-connected-to-the-internet generation (Choney, 2012), while any new technological process requires significant instruction and training, and presents a challenge for older workers (Charness, 2006). This grounded theory research (Glaser and Strauss, 1999) informs and updates academics, practitioners, companies, and employees on how technology is enabling flexible working arrangements (referred to as FWA) for the emerging populations. The paper draws on both unstructured interviews and a survey with key informants across age ranges who are business owners, corporate workers, and employees. It explores the tools that are critical to connecting to the office, the advantages and disadvantages of working outside the office, and gives guidelines for employers and workers to utilize when creating a best-in-class flexible environment. Keywords: flexible work arrangement, flexible schedule, millennials, baby boomers, telecommuting, work-life conflict, technology, best practices, emerging populations / Business Administration/Human Resource Management

In the past twenty years, the senior living industry in the United States has been steadily growing and evolving to meet older adults’ varying needs; however, there is a lack of comprehensive studies examining how older adults’ perceptions of senior living communities’ ability to meet their needs influence their intentions to join such communities. The purpose of this study was twofold: (1) to investigate the influence of older adults’ (Silent and Baby Boomer Generations) perceptions of senior living communities’ ability to meet each of their needs (physiological, safety, love and belonging, esteem, and self-actualization) on their intentions to join senior living communities and (2) to examine the moderating effects of generational differences on the relationships between the older adults’ (Silent and Baby Boomer Generations) perceptions of senior living communities’ ability to meet each of their needs and their intentions to join senior living communities. This study employed an exploratory sequential mixed-method approach. In the qualitative phase, three focus group interviews (19 participants) were conducted to understand how residents’ perceptions of senior living communities’ ability to meet their needs influenced their intentions to join their communities. In the quantitative phase, using the Qualtrics panel, 366 online surveys were collected from older adults to test the study hypotheses using structural equation modeling analysis. Study results revealed that older adults’ perceptions of senior living communities’ ability to meet their love and belonging and esteem needs positively influenced their intentions to join such communities; however, this was not the case for physiological [foodservice, housing], safety, and self-actualization needs. Generational differences only moderated the relationship between older adults’ perceptions of senior living communities’ ability to meet their love and belonging needs and their intentions to join such communities. Insightful theoretical implications for senior living literature and practical implications for senior living community practitioners are offered.