This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

Retaining and developing high potential managers as part of a leadership pipeline is a critical aspect for business, and understanding not only the strengths these managers bring, but also how they derail and how interventions could be tailored to avoid derailment, or at least lessen the impact, is imperative for sustainable growth. The aim of the research is to highlight differences, if any, between gender and generations, in order to ascertain whether unique developmental programmes or derailment interventions would be required based on an individual's gender and age.

Retaining and developing high potential managers as part of a leadership pipeline is a critical aspect for business, and understanding not only the strengths these managers bring, but also how they derail and how interventions could be tailored to avoid derailment, or at least lessen the impact, is imperative for sustainable growth. The aim of the research is to highlight differences, if any, between gender and generations, in order to ascertain whether unique developmental programmes or derailment interventions would be required based on an individual's gender and age.

Introduction: A population that can live and work longer has resulted in a wider range of generations being active in the workplace simultaneously and the diverse multi-generational work environment is a new challenge for human resource management. The most recent generation that is entering the job market is Generation Y, which is also referred to as Millennials. Currently, organizations and Human Resource departments are facing the issue of Generation Y entering the workforce and the issue at hand is considered to be real. The main focus in this paper is Generation Y and how their work attitudes in the workplace differ or resembles that of the previous generations. Purpose: With this research we want to primarily establish and present our observation of the differences in Generation Y and preceding generations’ work attitudes occurring in multi-generational workplaces, and later evaluate to what extent it is present in the work environment of the chosen business sectors in Sweden. Method: This thesis major applies the deductive approach. Both primary data and secondary data were collected during the research. Primary data was collected through interviews and the secondary data was gathered from Internet resources, books, published articles and journals. Conclusion: The differences between the generations’ work attitude are present within all of the aspects of work attitudes studied excluding individual vs. team orientation where the data was conflicting. Differences in some aspects were more and the potential to cause clash was noticeable and in other aspects there were less differences or personal factors found to be more important than generational factors.

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With up to four generations working together in today’s workforce, research suggests that managers may feel overwhelmed at the idea of strategically managing the diversity of work values amongst their teams. Many studies suggest practical implications for managing a generationally diverse work force, however strong opposition does exist questioning the impact that generation alone has on work values and management strategy. There exists a lack of research studying how managers themselves perceive these conclusions regarding generational differences in work values, and their effect on how they should manage their teams, an intriguing scenario, as it is them whom the conclusions have been derived for. As such the purpose of this study was to be one of the first to determine the degree to which practicing managers acknowledge common conclusions pertaining to the effect an employee’s generation has on their work values, and it’s relevance in management strategy.   The research followed a deductive approach as existing theories and conclusions were tested with the perceptions of practicing managers. A qualitative design allowed for the researchers to engage with respondents in a way that is not possible through a quantitative survey, avoiding the potential overgeneralizations already perceived by some to be abundant in the field. 11 experienced respondents from a single company within the engineering consultancy industry were interviewed addressing three research questions.   Results of the study revealed that practicing managers do recognize work value differences between generations, showing consistencies with existing research however with some deviations in certain work values.  Analysis of results revealed that generation was not the only contributing factor in these differences. Factors such as age, life stage and career stage, as well as industry trends were also revealed to be factors. Generation was not found to be an important influence on an employee’s individual work values compared to individual traits such as one’s personal upbringing, as well as other external, and dynamic factors. Generation was also not an important consideration when creating project teams. As such, understanding employees as individuals was regarded as more relevant than generation in the context of management strategy. Two preliminary models were developed to illustrate the theories and were updated reflecting the results of the analysis.   The study added to the existing body of knowledge by gaining insight on the idea of generational work value differences from a unique perspective by employing a different methodology than commonly seen in the area.

Motivation is rarely used as a diversity management strategy, and as a result, little academic research explores the relationship between generational age differences and motivation in public sector management. Using Deci's intrinsic and extrinsic motivation theory as the foundation, the purpose of this correlational design study was to evaluate the relationship between generational age differences and employee motivation in a Maryland government agency. Data were collected through an online survey using the Work Preference Inventory from 35 of the agency's 5585 employees, born between 1946 and 2000. Data were analyzed using one-way analysis of variance with post-hoc tests to assess the relationship between the intrinsic and extrinsic motivations of Baby Boomers, Generation X, and Generation Y. Findings of the ANOVA revealed that there were no statistically significant associations between the 3 generational cohorts regarding intrinsic or extrinsic motivations suggesting that there are no differences among the 3 generations in terms of preferences. However, an analysis of correlations between intrinsic and extrinsic motivations for both Baby Boomers and Generation X were strongly positive at r = .862 and .602 respectively, but strongly negative for Generation Y at r = -0.856. One of the social change implications stemming from this study is the recommendation for public organizations to explore a blend of intrinsic and extrinsic motivations to attract and enhance the longevity of members of each generational group in the public sector. This provides a more balanced and cost effective approach in sustaining generational diversity in the sector through employee motivation. This will benefit the general public because they could receive efficient services offered with minimal personnel cost.

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In the post-pandemic era the implementation of hybrid workplaces has only increased within organisations. Offering the ability to work from home has resulted in increases in both satisfaction and performance on various levels. However, this new trend has brought new challenges for organisations. The onboarding process is crucial for the integration of new employees into the organisation and must be appropriately adapted to this new way of working. The thesis aims to provide valuable insight for organisations on how they can effectively manage organisational socialisation and the onboarding processes for hybrid workplaces. With the goal of effectively integrating new hires into the company culture and their role with a focus on how organisations can best adapt to the new employees' demographical differences during the process. The research was designed by using interpretivism philosophy with an abductive approach. Two Individuals with experience with hybrid work were interviewed in order to investigate the current hybrid work environment. In addition, a survey was distributed that inquired about participants' experiences and expectations of the hybrid workplace and their onboarding process where a total of 136 responses were used in the study. The study found that there exists a disparity between the perception and the reality of the hybrid workplace. The current socialisation and onboarding processes are inadequate for appropriately integrating all new hires into the company. Therefore, companies need to adapt their processes accordingly to generational differences in order to successfully onboard new hires into the hybrid workplace.