Recruiting and Retaining Generation Y - A New Workforce

8/21/2019 Recruiting and Retaining Generation Y - A New Workforce

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Written by Marcel Als Borngräber-Berthelsen |

AALBORGUNIVERI

!"

RE#RUI!ING AN$ RE!AINING GENERA!ION " % A NEW

WOR&'OR#E


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Recr(iting an) Retaining Generation " % A Ne* Wor+,orce 2008

!itle age

MSc INTERNATONAL BUSINESS ECONOMICS10th semester, Aalborg Uniersit!

"rame#or$ o% the &ro'ect(

MSc Thesis

Time %rame#or$ o% the &ro'ect(12 March 2008 – August 2008

)ro'ect Title(

Recruiting and Retaining Generation Y – A New Workforce

*or+ cont( 8!"#$

Thesis A+isor(

%an &ristensen

St+ent(

'''''''''''''''''''''''''''''''Marce( A(s )orngr*+er,)erthe(sen! -&

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Table of Contents./ecutie Suar 3

1 4ntroduction and 5ro+(e Stateent 6

171 Wh nderstand Generation Y977777777777777777777777777777777777777777777777777777777777777777777777777777777776

17171 The Search for Ta(ent77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777776

17172 Graduate Recruiting777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777711

1717 :ounication and its 4;ortance777777777777777777777777777777777777777777777777777777777777777777712

172 5ro+(e Stateent7777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777712

17271 4ssues to +e Addressed fro the 5ro+(e Stateent777777777777777777777777777777777777777771

17272 ./;ected Needs777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777771$

17 Thesis 5araeters and Structure77777777777777777777777777777777777777777777777777777777777777777777777777777771#

1771


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7 Generation >7777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777"

771 Who Generation > 4s777777777777777777777777777777777777777777777777777777777777777777777777777777777777777773

772 The :haracteristics of Generation >7777777777777777777777777777777777777777777777777777777777777777776

7$ Generation Y77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777$1

7# Who Generation Y 4s7777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777$2

7" The :haracteristics of Generation Y7777777777777777777777777777777777777777777777777777777777777777777777777$#

7"71 7777777777777777777777777777777777777777777777777777777777777777"1

7871 Geert @ofstede=s Ca(ue -iensions7777777777777777777777777777777777777777777777777777777777777777777"1

7872 Re(ating Generation Y to @ofstede77777777777777777777777777777777777777777777777777777777777777777777"

787 McGregor=s or Y77777777777777777777777777777777777777777777777777777777777777""

787$ A;;(ing McGregor to Generations > and Y7777777777777777777777777777777777777777777777777777"3

787# Sii(arities +etween Generations > and Y77777777777777777777777777777777777777777777777777777777"3

787" -ifferences of Generations > and Y777777777777777777777777777777777777777777777777777777777777777777"8

7873 Mu(ti Generationa( Snerg7777777777777777777777777777777777777777777777777777777777777777777777777777777"6

76 :ha;ter :onc(usion77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777732

$ Generation YD .ntering the Workforce 0/

$71 Awareness of Generation Y1111111111111111111111111111111111111111111111111111111111111111111111111111102

$72 Attracting Generation Y111111111111111111111111111111111111111111111111111111111111111111111111111111111 03

$7 Recruiting Generation Y11111111111111111111111111111111111111111111111111111111111111111111111111111111103

$7$ Retaining Generation Y111111111111111111111111111111111111111111111111111111111111111111111111111111111145

$7$71 A+raha Mas(ow=s Motiationa( 5raid111111111111111111111111111111111111111111111111111145$7$72 A;;(ing Mas(ow to Generation Y111111111111111111111111111111111111111111111111111111111111114.

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$7$7 Training111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111114/

$7$7$ :o;an Guidance1111111111111111111111111111111111111111111111111111111111111111111111111111111142

$7$7# )enefits and :o;ensation111111111111111111111111111111111111111111111111111111111111111111111422

$7$7" Co(unteer Work 1111111111111111111111111111111111111111111111111111111111111111111111111111111111111146

$7$73 :o+ining .(eents111111111111111111111111111111111111111111111111111111111111111111111111111111140

$7$78 Managing Generation Y11111111111111111111111111111111111111111111111111111111111111111111111111144

$7$76 Work A;;roach111111111111111111111111111111111111111111111111111111111111111111111111111111111111444

$7# :reating the Mode( for Generation Y111111111111111111111111111111111111111111111111111111111111111447

$7#71 Ste; 1D Attracting111111111111111111111111111111111111111111111111111111111111111111111111111111111 447

$7#72 Ste; 2D Recruiting1111111111111111111111111111111111111111111111111111111111111111111111111111111111175

$7#7 Ste; D Retaining11111111111111111111111111111111111111111111111111111111111111111111111111111111111178

$7#7$ :o+ining the .(eents111111111111111111111111111111111111111111111111111111111111111111111111117.

$7" :ha;ter :onc(usion11111111111111111111111111111111111111111111111111111111111111111111111111111111111111173

# Reiewing the Thesis 76

#71 .a(uating the Mode(1111111111111111111111111111111111111111111111111111111111111111111111111111111111766

#72 Re(ating Resu(ts to 5ro+(e Stateent1111111111111111111111111111111111111111111111111111111111111700

#7 :onc(usion1111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111 74

" )i+(iogra;h 8588

3 A;;endi/D -escri;tion of Ceterans and )a+ )ooers 8522

371 Ceterans11111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111111118522

37171 Who the Ceterans Are111111111111111111111111111111111111111111111111111111111111111111111111118522

37172 :haracteristics of Ceterans111111111111111111111111111111111111111111111111111111111111111111118566

372 )a+ )ooers111111111111111111111111111111111111111111111111111111111111111111111111111111111111111118500

37271 Who the )a+ )ooers Are1111111111111111111111111111111111111111111111111111111111111111118500

37272 :haracteristics of )a+ )ooers111111111111111111111111111111111111111111111111111111111185757

Figures

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igure 2,1 @ow the Three Methodo(ogica( A;;roaches Re(ate to .ach Bther7777777777777777777777777777777777772#

igure 2,2 :c(ica( Nature of the &now(edge :reating Methods7777777777777777777777777777777777777777777777777777777723

igure 2, )(ooEs Ta/ono77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777771

igure ,1 Generations 5resent( in the Workforce77777777777777777777777777777777777777777777777777777777777777777777777777777#

igure ,2 -efining .ents for Generation >777777777777777777777777777777777777777777777777777777777777777777777777777777777777778

igure , &e .ents ./;erienced + Generation Y7777777777777777777777777777777777777777777777777777777777777777777777777$

igure ,$ Generationa( 5(aceent for 5ower -istance7777777777777777777777777777777777777777777777777777777777777777777777"

igure ,# Generationa( 5(aceent for ncertaint Aoidance77777777777777777777777777777777777777777777777777777777777"$

igure ," Generationa( 5(aceent for 4ndiidua(is7777777777777777777777777777777777777777777777777777777777777777777777777"$

igure ,3 Generationa( 5(aceent for Mascu(init7777777777777777777777777777777777777777777777777777777777777777777777777777"#

igure ,8 4nter Generationa( Snerg77777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777731

igure $,1 :reating a ode( for Recruiting and Retaining Generation Y777777777777777777777777777777777777777777773

igure $,2 Mas(owEs Motiationa( 5raid7777777777777777777777777777777777777777777777777777777777777777777777777777777777777777781

igure $, Retaining Generation Y7777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777833

igure $,$ Working with Generation Y777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777776

igure $,# Brganisationa( B;tiisation 5rocess towards Generation Y77777777777777777777777777777777777777777777776$igure 3,1 -efining .ents ./c(usie to Ceterans77777777777777777777777777777777777777777777777777777777777777777777777777710##

igure 3,2 -efining .ents for the )a+ )ooers77777777777777777777777777777777777777777777777777777777777777777777777710606

TablesTa+(e 1,1 Thesis Structure777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777777720

Ta+(e ,1 Age -istri+ution of ina( Year & niersit Students777777777777777777777777777777777777777777777777777777#

Ta+(e ,2 ina(istEs ./;eriences -uring niersit77777777777777777777777777777777777777777777777777777777777777777777777777777#$

Ta+(e , 5ersona( Ski((s F Attri+utes that ina(ists -ee(o;ed during niersit77777777777777777777777777777##

Ta+(e ,$ Graduate Cacancies at AGR .;(oers in 2008777777777777777777777777777777777777777777777777777777777777777777#8Ta+(e $,1 ina(ists who used Graduate Recruitent We+sites during their o+ search77777777777777777777777733

Recruiting and Retaining Generation Y – A New Workforce

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Marce( A(s )orngr*+er,)erthe(sen

August 2008

Executive Summary

This Thesis ;resents a h;othesis stating that Generation Y wi(( change the workforce

de;(oed in co;anies! cha((enging a;;(ied (eadershi;s st(es! anageent and the a;;roach

to @uan Resource Manageent fro +oth! the e;(oee as we(( as the e;(oerHs

;ers;ectie7 )ased on ana(sis and co;arison to current( aai(a+(e data this h;othesis wi((

+e either su+stantiated or refuted7

An understanding of who and what Generation Y is! and how co;anies +est can engage

the to eet the reIuireents of +oth the co;an and the e;(oee! is dee(o;ed7 )

dee(o;ing and a;;(ing a ode(! created and +ased on a critica( and ana(tica( ea(uation of

characteristics of Generation Y and we(( known theories! this understanding is su;;orted7

Whi(e the outgoing generation of )a+ )ooers and the workforce of Generation > hae

sha;ed the working enironent of toda! the eerging Generation Y wi(( contri+ute to

sha;ing the workforce oer ears to coe7 -ue to its siJe! co;ared to the sa((er

Generation > and the gradua( retireent of )a+ )ooers! Generation Y has the ;otentia( of

haing a (arge inf(uence on the working enironent7

The Thesis ;roides an understanding of who Generations > and Y are and what

characterises these generations7 )ased on a historica( ;ers;ectie! the ke eents occurring in

their (ifetie! sha;ing their iew of the wor(d! are ana(sed7 .ight characteristics of Yers are

(ooked at in detai( inc(uding iews on Work,


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the three naed critica( e(eentsD attraction! recruitent and retention of the Generation Y!

ana(sed + using the theories + @ofstede! Mas(ow and McGregor! as sssues co;anies

need to +e aware of7 Additiona((! co;anies need to understand how the characteristics of

Generation Y inf(uence these critica( e(eents +efore e;(oers can introduce changes to

their ;resent ;ractices7

To su;;ort the understanding of not on( these characteristics +ut a(so deands eerging

thereof and the i;(ications to a co;an! a high (ee( ode( was dee(o;ed to he(; guide

co;anies when dea(ing with Generation Y7 This ode( is ade u; of three sections!

Attracting Yers! Recruiting Yers and Retaining Yers! with each section detai(ing ;articu(ar

characteristics co;anies need to +e aware of7

1 Intro+ction an+ )roblem Statement

This Thesis wi(( +e (ooking at Generation Y and the under(ing understanding of what

otiates this generation and how this re(ates to the working enironent7 nderstanding the

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grou; of ;eo;(e who are ;resent( and in coing ears wi(( +e oining the workforce is

i;ortant! to understand what their needs and deands are and thus efficient( integrate the

into the current workforce7 The oera(( ai of this Thesis is to generate an understanding and

eans for anagers to work with ;eo;(e fro Generation Y! which is su;;orted + e/isting

understanding and e;irica( research7

1.1 *h! Un+erstan+ -eneration ./

Generation Y re;resents the ;eo;(e ;resent( oining the workforce and those oining oer the

coing decade7 4n the S! de;ending on the dates used! Generation Y is set to ake u;

a(ost one third of the entire ;o;u(ation KLeke! Raines and i(icJak 1267 ) this their

inf(uence in the work;(ace is a(so (ike( to +e corres;onding7 urtherore! co;anies are

;resent( des;erate( tring to find ta(ent! a(so known as the War for Ta(ent7 5artia(( this is

due to continue organic growth of co;anies! +ut it is a(so to re;(ace the ;art of the

workforce that is in the retiring ;rocess7 nderstanding how to work with Yers at this ear(

stage is an o;;ortunit to ake the transition soother and easier for a(( ino(ed ;re;aring

for when the ain ;art of the generation oins in a few ears7 4t is a chance to deterine what

does and does not work and understand wh7

111 The Search %or Talent

:o;anies are finding it increasing( difficu(t to find! hire and retain ta(ent7 The ai of

co;anies is ;redoinant( to grow ;rofits and in this ;rocess the right workforce! in

nu+er and with the necessar co;etencies and ski((s! is reIuired7 At the sae tie

retireent takes ;(ace reIuiring e;(oees to +e re;(aced in the workforce7 When the )a+

)ooers oined the were the (argest grou; in the then e/isting workforce7 Toda! the are

+eginning to reach retireent age whi(e sti(( +eing one of the (argest workforce segents!

(eaing a acuu that ust +e fi((ed7 Minorities! such as fea(e e;(oees! no (onger e/ist to

the sae degree as #0 ears ago7 Ber the ;ast centur the workforce has e/;anded to

inc(ude fea(e ;rofessiona(s! ethnic and re(igious inorities7 )eing actie( engaged in the

workforce the no (onger re;resent a ;otentia( new source of (a+our7 :onseIuent(! the on(

grou; tru( a+(e to eet an new (a+our needs is Generation Y7

The search for ta(ent is a;;arent in toda=s (a+our arket ino(ing not on( the edia at a

high (ee(! +ut a(so using other a;;roaches! inc(uding engaging with uniersities! ho(ding

recruitent fairs or using other eans of gaining attention a(( +eing at the e/;ense of the

e;(oer7

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The inancia( Ties ;u+(ished a S;ecia( Re;ort on OWorking in the Bi( and Gas 4ndustrP

which inc(uded seera( artic(es re(ating not on( to the (a+our force in genera( +ut s;ecifica((

high(ighting the need to recruit uniersit students Kn7a7! Working in the Bi( and Gas

4ndustr7 Bne e/a;(e raised in these artic(es was the need for engineers7 According to a

re;ort + :a+ridge .nerg Research Associates OQthere are not enough engineers to eet

the deands of current ;roects! and a shortfa(( of +etween 10 and 1# ;er cent is (ike( +

2010P KMcNu(t7 This eans there wi(( +e a high deand for those who Iua(if as engineers

oer the ne/t few ears and for engineering co;anies it wi(( +ecoe critica( to understand

how to attract and retain the7

4t is not on( engineers that are! or soon wi(( +e! in high deand7 A )ooJ A((en @ai(ton

re;ort OQfound that #0 ;er cent of ;rofessiona( e/;(oration and ;roduction staff were aged

+etween $0,#0! and ust 1# ;er cent were aged +etween their ear( 20s to id,0sP K:rooks

87 This deonstrates how the )a+ )ooers re;resent a (arge ;ro;ortion of the (a+our

segent that wi(( soon +e retiring7 The (ate >ers and ear( Yers re;resent a sa(( segent

co;ared to the )a+ )ooers and wi(( at ;resent not +e a+(e to re;(ace the )a+ )ooers

when the retire7 This! once ore! e;hasises how critica( it is for co;anies to understand

how to attract toda=s e;(oees and retaining the7 4n the case of Generation Y! the ost

used ethodo(og + e;(oers is through recruitent fairs or direct( fro uniersit7

niersities on the other hand! not on( offer careers fairs! +ut hae co;anies coe to gie

;resentations a+out what the do and the o;;ortunities the offer7 :o;anies a(so coe to

uniersities to host +usiness gaes to gie an idea of what working with the cou(d +e (ike

the s;onsor facu(t chairs! offer internshi;s which! if successfu(! (ead to o+ offers7

A(( this is done to gain an adantage oer co;etitors in the search for ta(ent7 As Yers are

on( ust oining the workforce an are interested in hearing a+out such co;an offerings

whi(e sti(( at uniersit or oining 4nternshi; 5rograes7 As the graduate Yers a(so show a

keen interest in oining Graduate 5rogras! where no ;rior e/;erience is reIuired! as their

first footho(d in a co;an7

11 -ra+ate Recriting

4n 2003 She(( recruited as an as 1!000 graduates around the wor(d KShe((7 -anfoss has a

;rogra with Aa(+org niersit taking in ,$ students fro the MSc 4nternationa( )usiness

.conoics degree eer ear for a ;eriod of ",12 onths as interns7 These are a(( studentswho are studing or hae recent( graduated fro a )ache(ors or Masters -egree7 -anfoss

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and She(( are ust e/a;(es of how an aor co;anies hae graduate schees or

coo;erate with uniersities to attract ta(ent at an ear( stage7

These students are not reIuired to hae an ;rior working e/;erience! ere( that the ;osses

the grades! co;etencies and ski((s sets reIuired + a co;an7 The graduates or interns are

not taken fro a s;ecific fie(d of stud or on( offered ;articu(ar t;es of o+s7 4t is not on(

for Accounting that OQrecruiting and retaining these indiidua(s reains a high(

co;etitie ;rocessP +ut for ost industries and fie(ds at ;resent KYeaton "87 B;tions

aai(a+(e ar +etween co;anies +ut graduates toda are a+(e to find entr (ee( o;tions in

arious fie(ds with a gien co;an! +e it in @uan Resources! Accounting or inance

within the co;an or Sa(es F Marketing! .ngineering or :onsu(ting with the co;an=s

c(ients7

The a+oe deonstrates two i;ortant ;oints7 irst(! a er (arge nu+er of graduates are

recruited eer ear straight out of uniersit for the ;articu(ar co;etencies and ski((s the

;ossess and are a+(e to contri+ute7 This re;resents a er (arge inestent + a co;an into

attracting candidates the wi(( hae to train and dee(o; to +e a+(e to e/ecute a s;ecific o+

and the functions it enco;asses7 Second(! graduates hae an o;tions aai(a+(e7 or

e/a;(e! if a graduate has studied engineering! the are not restricted to on( engineering

firs +ut consu(tancies and inestent +anks are a(so interested in the7 :onseIuent(!

co;anies co;ete against each other not on( in the sae industr +ut a(so with other

industries for the sae candidates7

Therefore! it is essentia( to +e a+(e to understand how to attract graduates at an ear( stage7 4n

the ;ast it was sufficient to attract graduates! toda this is no (onger true7 ;on oining a

co;an! graduates a no (onger sta for ore than a few ears +efore oing to another

co;an7 The c(assica( e;(oent tie cc(e has changed oer the ;ast #0 ears with (ess

;eranent e;(oent offered and fi/ed,ter contracts +eing ost( used toda7

112 Commnication an+ its Im&ortance

This is another i;ortant e(eent to +e considered with Generation Y! their a;;roach to and

understanding of work7 When a;;roaching 2#,0 ear o(ds of one co;an! Graett and

Throckorton got the fo((owing res;onse O@e ust gies us the rah,rah cheer(eader +it7 %ust

te(( us our goa(s and get out of our wa7 4= in this for e! not the so,ca((ed teaP K127 4s

this rea(( the oera(( a;;roach of the ;eo;(e ;resent( oining the workforce9 :onerse(! theManager had the fo((owing re;( for Graett and ThrockortonD OThe kids hae no sense of

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tradition or res;ect7 The hae no work ethicP K127 4s this true or is it rather a Iuestion of

iscounication! is;erce;tion and isunderstanding9 A(so to +e ree+ered is the fact

that soeties an e;(oee +ecoes the anager of soeone o(d enough to +e their ;arent

or een grand;arent7 :ounication and understanding there+ +ecoe ke e(eents to

successfu(( getting a o+ done! +ased on understanding the differences +etween generations7

This wi(( +e addressed + not on( direct( co;aring Generation > to Y (ater in this cha;ter!

+ut a(so ea(uating the generations according to @ofstede=s cu(tura( a(ues7

Another factor to consider is that Oresearchers ;redict that in 200" two e/;erienced workers

wi(( (eae the workforce for eer ine/;erienced worker who entersP KMartin and Tu(gan

/i7 To iniise the i;act of the tacit e/;erience and know(edge that is (ost through

retireent! a strong re(ationshi; and c(ear (ine of counication +etween those entering the

workforce! those ;resent( working! and those (eaing the workforce is essentia(7

This docuent ais to identif how +est to attract! recruit and retain e+ers of Generation

Y! ;roiding suggestions to the ;ro+(es high(ighted a+oe7 4t a(so intends to understand how

to i;roe interaction +etween generations to thus ;roide greater efficienc in

counication and in o+ ;erforance +etween organisationa( (ee(s and +etween

generationa( shifts7

1 )roblem Statement

The ai of this Thesis is to create an a;;roach which wi(( guide co;anies when dea(ing

with Generation Y7 The first ste; is to identif who and what characterises Generation Y!

(aing a foundation toD

“Determining the requirements of Generation Y when entering the workforce and their

influence upon the current approach of employers towards attracting, recruiting and

retaining these employees.”

The ;ur;ose is to ensure a ;ositie interaction +etween Generation Y and their e;(oer7

There are two ste;s ino(ed in the 5ro+(e Stateent7 The first is to understand who

Generation Y is7 n(ess there is a c(ear understanding of their characteristics it wi(( +e

difficu(t to co;are and contrast the with other generations in the workforce! es;ecia((

Generation >! and how co;anies= a;;roach towards this generation wi(( differ7 The second

is to identif how to a;;roach Yers! deterine what to offer the and how +est to interact

with the7

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11 Isses to be A++resse+ %rom the )roblem Statement

Bnce a definition for Generation Y has +een dee(o;ed! the ne/t ste; is to identif the +est

wa to attract! recruit and retain the7 This inc(udes answering Iuestions such asD

• What is the +est wa to attract ke ta(ent9• What are the factors graduates (ook for in co;anies9

• What actions can a co;an take to engage graduates9

Attracting re;resents the first stage7 This ino(es understanding the edius graduates are

ost (ike( to use to infor these(es a+out career o;;ortunities when the start (ooking for

o+s7

This is fo((owed + Recruitent7 When the graduate has decided to a;;(! the co;an ust

ensure the reiew ;rocess is as efficient as ;ossi+(e to iniise the risk of (osing ke ta(ent7

Not on( is the candidate reiewed +ut the e;(oer is as we((! this +eing a two,wa

ea(uation7

Bnce a graduate has +een recruited! two issues eo(e7 The first is! haing identified the

graduates recruited as ke ta(ent for a co;an how does the co;an conince the to sta

for ore than the short ter9 -oes it ino(e attractie ;a ;ackages or is it a Iuestion of

creatie freedo or greater Work,


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techno(og and how to use it7 @oweer! the need to +e aware that soe of their co((eagues

a not share the sae understanding or enthusias the do7 This wi(( a(so +e true in reerse

in that co((eagues of Yers wi(( understand how an industr works whi(e Yers wi(( often +e new

to a working enironent7 The wi(( need to (earn what it eans to o;erate in a certain

industr and what +ehaiour is e/;ected7 47e7 one of the antici;ated needs of Generation Y=s

wi(( +e to hae soeone to he(; guide the when the start work7

@oweer! it wi(( not on( +e when this generation enters their working ro(e that the wi(( need

guidance7 The wi(( need to (earn a+out work! +eing in a s;ecific co;an and an industr in

genera(7 Yers wi(( a(so need feed+ack a+out their ;erforance at work so the know their

;erforance eets the e/;ected standards and what the can i;roe u;on7 4t is therefore

essentia( to understand that Yers wi(( not on( need he(; when starting work +ut a(so on a

continuous +asis7

Attention ust +e gien to Work,


15/111


12 Thesis )arameters an+ Strctre

)efore (ooking at the Thesis=s Methodo(og! its (iitations wi(( +e out(ined7 This he(;s

;roide the structure of what wi(( +e (ooked at and c(arif ters +efore considering how the

to;ic wi(( +e a;;roached7 This section wi(( a(so identif wh certain things wi(( +e (ooked atin this docuent and e/;(ain wh others are not discussed! ;roiding a ;araeter for the

Thesis7 This wi(( then +e enca;su(ated in the Thesis structure! out(ining the ain sections of

the docuent with their contents and interre(ations7

121 Limitations

The ai of the Thesis is to offer an o+ectie iew of Generation Y who the are and what

the are (ooking for in work7 To achiee this! +ooks and ourna( artic(es wi(( +e used to create

a foundationa( understanding7 The ne/t ste; is to erif the understanding o+tained + using

statistics fro Iuestionnaires co;(eted + Generation Y and co;anies who hae graduate

recruitent ;rogras7 At this ;oint traditiona( theories wi(( +e introduced to he(; understand

Generation Y +ased on the ear(ier descri;tion7

This Thesis wi(( not create a sure of its own +ut rather use inforation a(read aai(a+(e7

Another as;ect of the docuent is to deterine how +est to work with Generation Y in the

work;(ace! ;artia(( (inked to their ;riorities! +ut a(so the interaction +etween generations in

the workforce7 This wi(( here +e (iited to (ooking at the interaction +etween Generation >

and Y7

1211 Statistical Limitations

The reason for not creating a ;ur;ose +ui(t sure is +ased on tie restrictions and

re;(ication7 4t wou(d +e ;ossi+(e to create a sure and work through the re;(ies7 @oweer!

this is a er tie intensie ;rocess and wou(d reIuire a (arge ;art of this Thesis to dea( with

the ;rocess of creating the sure! identifing what! how and who to ask7 4t wou(d a(so

reIuire sections deoted to ana(sing the resu(ts! re;resenting the and e/;(aining their

eaning7 A(though a custoised Iuestionnaire wou(d he(; ;roide answers for er s;ecific

Iuestions re(ated to the Thesis! ost of the inforation is a(read aai(a+(e fro other

sources7 A custoised Iuestionnaire wi(( therefore not +e created for this Thesis! instead

using 2 Iuestionnaires conducted in the & in 2003,2008 conducted + High Fliers for the

Ties and trendence Institute for the Association of Graduate Recruiters KAGR7

83


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These sures addressed soe of the issues this Thesis addresses! such as identifing

characteristics and trends of Generation Y! and wi(( a((ow the ;oints raised in the +ooks and

ourna(s used in this Thesis to +e cross erified7 The AGR re;ort wi(( ;roide an

understanding of what co;anies ;resent( face when recruiting graduates and soe of the

cha((enges therein7 The @igh (iers re;ort wi(( contri+ute a iew of soe of the

characteristics of ;resent graduates in the &7 These two re;orts thus ;roide a iew fro

+oth the co;an=s ;ers;ectie as we(( as those of the graduates7 :onseIuent(! a(though no

origina( statistica( data wi(( +e co((ected! the data ;resent( aai(a+(e fro inde;endent

organisations ;roides the necessar inforation for the ;ur;ose of this docuent7

121 Brea+th Limitations

4n addition to the (iitations on statistica( data gathering! the Thesis wi(( narrow its focus

regarding which generations and to;ics regarding Generation Y wi(( +e coered as out(ined

+e(ow7

1211 -enerational Limitations

5resent( there are four generations re;resented in the workforce Ceterans K+orn +efore

16$#! )a+ )ooers K+orn 16$#,16"2! Generation > K+orn 16",1680! and Generation Y

K+orn 1681,16687 .ach generation has its own ;articu(ar characteristics which sha;ed andinf(uenced it with who(e +ooks aai(a+(e descri+ing each generation7 The focus of this Thesis

is Generation Y7 :onseIuent( Generation Y wi(( +e (ooked at in uch greater detai( than an

of the other generations7 4n addition! Generation Y wi(( +e co;ared to Generation >!

co;aring sii(arities and differences7 To a((ow this! a shorter descri;tion of Generation >

wi(( a(so +e ;roided in the +od of the Thesis7

As an current anagers wi(( +e fro the Ceteran and )a+ )ooer generations a section

descri+ing these two generations has a(so +een added7 @oweer! as these generations are not

the focus of the docuent and no direct co;arisons wi(( +e ade! this inforation is

contained in the A;;endi/7

121 -eneration . Limitations

The starting a;;roach for this Thesis has +een to (ook at the inforation a(read aai(a+(e on

the su+ect7 Theories and data written on Generation Y ore than a few ears o(d wi(( hae

+een written +efore the had een oined the workforce7 :onseIuent(! this understanding

ust now +e reassessed to deterine whether it is sti(( accurate and re(eant7

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A(though this erification is ;art of the Ana(tica( 5rocess! it is i;ortant to +e aware that the

inforation a a(so +e outdated which akes this assessent necessar7 Another reason is

that an of the artic(es written on Generation Y are not written + Generation Y and a

thus + its er nature +e +iased7

When discussing Generation Y! the to;ic does not on( refer to how this generation o;erates

in a work enironent7 Bn the contrar! it coers eer as;ect and detai( of this generation=s

da,to,da (ife! +e it socia(! ;o(itica(! ;rofessiona(! educationa( or ;ersona(7 This Thesis is not

(ooking to ake a socio(ogica( ana(sis of Generation Y! +ut wi(( +e (iited to (ooking at

Generation Y fro a worke;(oent ;ers;ectie7 The intention of the Thesis is not to

;roide a co;rehensie descri;tion of a(( as;ects of Generation Y7 4nstead it wi(( ;roide a

suar of the inforation necessar to o+tain an understanding of the ke characteristics of

this generation! ;ertaining to how these characteristics sha;e their work ethic and a;;roach

towards work7 The Thesis wi(( +e (ooking at ke characteristics of the work;(ace such as

counication! res;ect! ;erforance and f(e/i+i(it7

1.3.1.2.3 -eogra&hic Limitations

The descri;tion and dee(o;ed ode( wi(( not +e g(o+a(( re;resentatie7 The origina(

understanding coes fro nited States KS sources! whi(e the statistica( confiration

thereof coes fro & sources7 This gies a Western +ias in descri+ing Generation Y7 The

findings a a(so +e a;;(ica+(e to Austra(ia! New Lea(and and Western .uro;e! due to

re(atie cu(tura( sii(arit7

A(though aor eents e7g7 econoic +oos or downturns! cause ri;;(e effects across the

wor(d due to g(o+a(isation this does not necessari( trans(ate into shared cu(tura( a(ues and

nors7 :onseIuent( the understanding and ode( are un(ike( to +e a;;(ica+(e to e7g7 )raJi(!

:hina or 4ndia where there are re(atie( (arge cu(tura( differences to the S and Western

.uro;e7 To ensure accurac and consistenc this Thesis wi(( therefore concentrate on

understanding Generation Y fro a nited States and Western .uro;ean ;ers;ectie7

12 Terms

Throughout this Thesis the ters OThesisP and OdocuentP wi(( refer to this docuent un(ess

otherwise stated7

Generation Y has +een gien arious naes! inc(uding Yers! Generation Wh! Mi((enia(s! Ne/ters and .cho )ooers7 Soe of these ters a +e used interchanging( throughout the

80


18/111


docuent +ut wi(( a(was refer to this sae generation7 Traditiona(ists and Ceterans are

naes for the o(dest generation ;resent( in the workforce! a fu(( descri;tion of which can +e

found in the A;;endi/7

The word! shift! wi(( at ties +e used when discussing the oe fro one generation to

another +ecause a Generation does not sudden( coe to an end at a fi/ed date7 The dates that

are gien are eant as indicators of ;oints when ;eo;(e are (ike( to +egin to show

characteristics of a gien generation and act as guides7 .s;ecia(( during transition ears

there wi(( +e indiidua(s who a associate ore strong( with the ;reious or coing

generation than with what Oshou(dP +e their own7

When referring to )(oo=s Ta/ono! un(ess otherwise stated! this refers to the entire

;rocess of oing through the successie (ee(s of understanding in )(oo=s Ta/ono

5raid rather than an indiidua( (aer7

The characteristics of Generation Y! as descri+ed in cha;ter ! are erified + the resu(ts of

two & sures7 These statistics inc(ude sa(ar and sign on +onuses7 A(( figures are ;roided

in & 5ound Ster(ing as gien in the Iuestionnaire7 -ue to e/change rate f(uctuations the

G)5 rate for this Thesis is set at 6#70"1-&RG)5 and the S- rate is #007613-&RS-

Kn7a7! >.7co7 The a(ues used are fro 1$ August 2008 to ensure the ;roide a currenta(ue7 A(( nu+ers in this Thesis wi(( fo((ow the Aerican nu+ering sste where coas

K! wi(( se;arate hundreds fro thousands i7e7 1!000kg7 The ;eriod wi(( +e used to ark

decia( a(ues e7g7 27$kg7

Throughout the Thesis reference wi(( +e ade to ;reious or coing ;arts7 When doing this

two different ters wi(( +e used7 The ter :ha;ter re(ates to the fie ain sections of the

Thesis as high(ighted in the 5roect Structure7 Section wi(( re(ate to a su+;art of a :ha;ter7

or e/a;(e! 4ntroduction and 5roect Stateent is a :ha;ter whi(e Ters is a section of this

:ha;ter7

A(( sources used for this Thesis wi(( +e referenced using the M


19/111


122 Thesis Strctre

This Thesis not on( ais to understand who and what Generation Y is! +ut ore i;ortant(

how to a;;( this know(edge in a ;rofessiona( enironent to attract! recruit and retain Yers7

The Thesis wi(( use )(oo=s Ta/ono! to +e discussed in the Methodo(og! to work its wa

fro descri+ing and understanding Generation Y to a;;(ing this know(edge and ea(uating

its strengths and weaknesses7 This ;rocess wi(( sha;e the structure of the Thesis7 4n Ta+(e 1

,1 Thesis Structurea gra;hica( re;resentation of the Thesis= structure is ;roided with an

e/;(anation of each section7

:ha;ter 1! the 4ntroduction and 5ro+(e Stateent! ;resents the to;ic of Generation Y7 4t

e/;(ains what a(ue the research wi(( hae and identif the ke issues that wi(( +e coered7 4t

is here the 5ro+(e Stateent wi(( +e detai(ed and a conte/t ;roided for it7 The 4ntroductiona(so identifies the ;araeters of the Thesis! deterining what the Thesis wi(( and wi(( not

coer! e7g7 statistica( (iitations! and ;roides the Thesis Structure7

:ha;ter 2! Methodo(og! wi(( e/;(ain how the research wi(( +e conducted according to the

-eductie and Ana(tica( A;;roaches and wh other a;;roaches were not used7 4t wi(( a(so

e/;(ain )(oo=s Ta/ono a;;roach towards data and how it is inter;reted and a;;(ied7 irst

)(oo=s Ta/ono wi(( +e e/;(ained fro a theoretica( ;ers;ectie! fo((owed + detai(ing

how this a;;roach wi(( +e a;;(ied to the structure of this docuent7

Table 1-1 Thesis Structure

87


20/111


:ha;ter wi(( dea( with Generation > and Y! defining the and atte;ting to understand

the7 This stage re;resents the first ste;s of )(oo=s Ta/ono in descri+ing and

understanding the data7 This wi(( then +e +ui(t u;on in accordance with )(oo=s Ta/ono7

Ana(sing Generation Y wi(( address the understanding of how the different ;arts of the

insight into Generation Y fit together! cha((enging and confiring this understanding7 @ere

the statistica( data wi(( +e introduced to erif that the understanding of Generation Y is

correct! essentia( for the ne/t section to +e consistent7

:ha;ter $! Generation YD .ntering the Workforce! +ui(ds further u;on )(oo=s Ta/ono7

@ere es;ecia((! the Thesis oes awa fro a descri;tie forat! towards a;;(ing and

working with the know(edge fro the ;reious sections7 The ai of this :ha;ter is to create a

too( or understanding which co;anies can use when dea(ing with Generation Y +ased on the

;reious :ha;ter=s data and understanding7

.5


21/111


:ha;ter #! Reiewing the Thesis! re;resents the a;e/ of )(oo=s Ta/ono 5raid +

ea(uating the inforation of the ;reious :ha;ter +ut a(so ea(uating the conc(usion drawn

fro the Snthesis section7 This wi(( deonstrate whether or not this :ha;ter achieed the

docuent=s o+ectie7 4t wi(( a(so (ook at whether the conc(usion is consistent! (ogica(!

ref(ects the to;ics addressed and ;roides the resu(ts intended7 ina(( it wi(( ;roide an

oera(( conc(usion for the Thesis7

or this reason the fina( :ha;ter (inks to each of the ;reious :ha;ters as can +e seen + the

arrows in Ta+(e 1 ,1 Thesis Structure7 These (inks deonstrate how this :ha;ter ea(uates

that the o+ecties of the 5ro+(e Stateent as gien in the 4ntroduction hae +een et7 4t

wi(( ensure the ;rocess e/;(ained in the Methodo(og was fo((owed7 ina((! the ea(uation

wi(( confir whether Generation Y was first descri+ed! understood and fina((! the

consistenc of the data a;;(ied to the origina( intention7 The secondar arrows on the right of

the Thesis Structure (ead +ack to the fina( :ha;ter re;resenting the resu(ts of the ea(uation

+eing re;resented in the fina( :ha;ter of the Thesis7

14 Cha&ter Conclsion

This cha;ter introduced Generation Y and deonstrated the i;ortance of recruiting

Generation Y! due to organic co;an growth as we(( as the ianent retireent of the )a+

)ooers! ;resent( the (argest segent of the (a+our arket and the work force in

co;anies7 Thereafter the 5ro+(e Stateent was ;resented! ;roiding the ai for the

Thesis! to understand who Generation Y is! and how +est to engage the to eet +oth their

deands and the needs of the co;an e;(oing the7

o((owing the introduction! due to the +readth of the to;ic! the Thesis= (iitations were

;roided7 These inc(uded the decision not to create a Iuestionnaire to o+tain e;irica( data

for this Thesis +ut rather using Iuestionnaires fro the & that a(read ;roide thisinforation7 A(so that the ain +od of the Thesis wou(d concentrate on descri+ing

Generation Y in detai(! Generation > in (esser detai( whi(e ;roiding descri;tions of the

reaining generations in the A;;endi/7 The (iitations ;roided ;araeters for the Thesis!

kee;ing the focus on work enironent re(eant issues and awa fro socio(ogica( factors7

The 5roect Structure out(ines the to;ics coered in the fie cha;tersD

17 4ntroduction F 5ro+(e Stateent

27 Methodo(og7 -escri+ing Generations > and Y

.8


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$7 Ana(sing generation Y#7 :onc(usion

The fo((owing section! Methodo(og! out(ines how the research ;rocess takes ;(ace7

Metho+olog!

The ethodo(og deonstrates the a;;roach research for this Thesis7 4t ais to identif at

which stage theor F data wi(( +e introduced and how it is used7 This inc(udes ea(uating the

re(eance of the Actors! Ana(tica(! and Sstes A;;roaches as we(( as A+ductie! -eductie

and 4nductie reasoning7

The ai is to deonstrate a research ;rocess in accordance with )(oo=s Ta/ono! working

fro an outer (aer of inforation which descri+es! through interediate (aers which a;;(and snthesise the know(edge! to a core which ea(uates a(( the ;reious (aers7 The outer

(aers deterine the research a;;roach whi(e the core deonstrates how the data is a;;(ied

and erifies the Thesis has achieed its ai7

2.1 The Three Metho+ological A&&roaches

There are three ain Methodo(ogica( A;;roaches towards understanding data7 These are the

Actors A;;roach! Ana(tica( A;;roach! and Sstes A;;roach7

11 Actor5s A&&roach

According to Ar+nor and )erke! the Actors A;;roach OQis not interested in e/;(anations

rather! it is interested in understanding social who(esP K#27 This ;(aces it on the right side of

igure 2 ,1 @ow the Three Methodo(ogica( A;;roaches Re(ate to .ach Bther ! with

nderstanding &now(edge and @ereneutics17 The inforation that is gathered in the Actors

A;;roach is not o+ectie as it is +ased u;on su+ectie data such as an indiidua(=s o;inion7

urtherore! the Actors A;;roach Oassues that rea(it is a socia( constructionP KAr+nor and )erke #$7

8 9er:ene(tics re,ers to a )isci;line o, st()ying theories an) their inter;retations1'(rther:ore< it consi)ers loo+ing at these ,ro: the ;ers;ecti=e o, another ;erson1 Robert

#rease ;ro;oses a hierarchy ,or orientations :a)e (; o, the ,ollo*ing>

• !he ;riority o, :eaning o=er techni?(e

•

!he ;ri:acy o, ;ractical o=er theoretical• !he ;ri:acy o, sit(ation o=er abstract ,or:alisation@At+ins /42

..


23/111


@oweer! the Actors A;;roach a;;reciates the fact that OQconce;ts within socia( rea(it are

a+iguous and continuous( reinter;retedP KAr+nor and )erke 1#37 urtherore! it fo((ows

a +e(ief that OQssteic characteristics are not re(eant to understanding +usinesses and

organisationsP KAr+nor and )erke #27 This Thesis wi(( +e (ooking at finding coon

characteristics for (arge ;o;u(ations! which wou(d +e a(ost i;ossi+(e if characteristics of

eer indiidua( had to +e considered and wou(d furtherore continuous( need to +e

reinter;reted7

1 S!stems A&&roach

The Sstes A;;roach is different fro the Actor A;;roach in that it does not (ook at the

wor(d fro the indiidua(s= ;ers;ectie +ut rather as a who(e! sii(ar to the Ana(tica(

A;;roach7 @oweer! the Sste A;;roach +e(iees that the who(e is not eIua( to the su of

its ;arts! which the Actors a;;roach does +e(iee KAr+nor and )erke #$7 This ;(aces the

Sstes A;;roach towards the idd(e of igure 2,1! deonstrating the e(eents it shares

with +oth the Ana(tica( and Actors A;;roaches7

The +e(ief in the Sstes A;;roach is that the differing e(eents can create snerg when

working together +ecause OQnot on( the ;arts +ut a(so their re(ations are essentia(! as the

(atter wi(( (ead to ;(us or inus effectsQP KAr+nor and )erke #17 4t re;resents a

co+ination of ./;(anator &now(edge with nderstanding &now(edge7 4t argues that the

facts a(one are not enough to e/;(ain a resu(t! +ut that an understanding of the facts is a(so

necessar to +e a+(e to deonstrate the fu(( a(ue of the facts7 urtherore it aintains that

the interaction +etween the e(eents creates snergies ;roiding i;roed resu(ts rather than

when (ooking at things fro an indiidua(=s out(ook and ;ers;ectie7

12 Anal!tical A&&roach

The Ana(tica( A;;roach ;(aces to the (eft of igure 2,1! under ./;(anator &now(edge7

Ar+nor and )erke note that Othe Ana(tica( A;;roach can +e e/;ressed si;( as an

e/tension of natura( science ethods to the socia( sciencesQ4t +egan with what is ca((ed

positivismPK6"7 The Ana(tica( A;;roach is (ooked at as a science +ecause a(( socia( sciences

essentia(( eet the e/;ectations thatD

• An o+ectie of a science is to esta+(ish arious

genera( re(ations aong ;henoena in o+ectie

rea(it!

./


24/111


• The test of eracit of re(ations (ies u(tiate( on

data!

• These data are co((ected in the o+ectie rea(it

KAr+nor and )erke 102

4t is a(so considered as a science OQ +ecause the natura( and socia( sciences are seen as

haing sii(ar purposes, if not the sae resultsP KAr+nor and )erke 1027 This is one of the

ain distinguishing ;oints +etween the Ana(tica( and Sstes F Actors A;;roaches7 The

Ana(tica( A;;roach is (ooked at as a science where a(( resu(ts are +ased on ;rocedures and

data O;roeP the resu(ts and according( is o+ectie7 The Sstes A;;roach (ooks at snerg

effects which can +e soewhat ore difficu(t to easure as o+ectie( as a science wou(d

reIuire7 This wou(d +ecoe een ore difficu(t for the Actors A;;roach where the origina(

data is (arge( +ased on su+ectie inter;retation and understanding7

@oweer! the Ana(tica( A;;roach is not a ;erfect science7 As it dea(s with ;eo;(e! the factors

that affect the outcoes can not as easi(! if at a((! +e ani;u(ated as in a (a+ with natura(

science e/;erients7 Ar+nor and )erke high(ight that for the Ana(tica( A;;roach the ost

i;ortant factor is to find e/;(anations! not resu(ts K107 The arguent the gie to su;;ort

this is that OQto explain eans to answer the Iuestion UWh9HP KAr+nor and )erke 10$7

The a(so go on to high(ight that these e/;(anations OQshou(d not on( +e direct( su;;ortede;irica((! +ut a(so indirect( fo((ow as a natura( conseIuence of e/isting theor K+e

deductedP KAr+nor and )erke 10$7

The eaning of deduction is addressed +e(ow a(ong with those for induction and a+duction in

2#.1. Methods of :reating &now(edge7 Thereafter the erits of the different a;;roaches for

this Thesis wi(( +e ea(uated and a ;articu(ar a;;roach chosen +ased on the understanding

a+oe7

Figure 2-1 o! the Three "etho#ological $%%roaches &elate to Each 'ther

.2


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E;lanatory &no*le)ge Un)erstan)ing

&no*le)ge

@E;lanatics @9er:ene(tics

The $nalytical $%%roach

The Systems $%%roach

The $ctors $%%roach

ositi=is: '(nctionalis: yste: !heory rag:atis:

#onstr(cti=is: heno:enology

KAr+nor and )erke $$!$"

This Thesis wi(( ost( +e using the Ana(tica( A;;roach taking the ;resent understanding of

who Generation Y is fro %ourna( artic(es and +ooks on the to;ic and erifing it with

e;irica( data fro sures conducted in the &7 There wi(( howeer a(so +e e(eents of

Sstes A;;roach where the Thesis wi(( tr to deterine whether snerg +etween

Generations > and Y a +e ;ossi+(e7 This co+ination of A;;roaches eans that the Thesis

wou(d +e ;ositioned +etween unctiona(is and Sste Theor in igure 2 ,1 @ow the

Three Methodo(ogica( A;;roaches Re(ate to .ach Bther ! though (eaning towards the

Ana(tica( side7

Metho+s o% Creating 6no#le+ge

Three of the ain was of creating know(edge that hae +een considered are A+duction!

-eduction and 4nduction each of which re;resents a different interaction +etween theor and

data7

.3

Reality as

concrete an)

con,or:able

to la* ,ro:

a str(ct(re

in)e;en)ent o, the

obser=er1

Reality as a

concrete

)eter:ining

;rocess

Reality as

:(t(ally

)e;en)ent

Cel)s o,

in,or:ation

Reality as a

*orl) o,

sy:bolic

)isco(rse

Reality as a

social

constr(ction

Reality as a

:ani,estatio

n o, h(:an

intentionalit

y


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1 Three 6no#le+ge Creating Metho+s

7e+ction -eduction is OQa ethod of creating know(edge where+

researchersconsu(tantsinestigators infer sing(e cases fro genera(

(aws that is a (ogica( ana(sis of what genera( theor sas a+out a

s;ecific eentQP KAr+nor and )erke 67 -eduction is thus a ;rocess

of oing fro theor to data7 ;on haing identified the theor to +e

worked with and understanding it! it is a;;(ied to a set of data to +e

erified7

In+ction 4nduction is a ;rocess of creating know(edge where OQresearchers Q

conc(ude genera( (aws fro indiidua( cases! that is! construct theories

using factua( know(edgeP KAr+nor and )erke 627 4nduction re;resentsan a;;roach where first the data is co((ected and ea(uated to then +e

(inked to theories afterwards7 This eans finding the theor that +est

fits the data7 4t is a strong a;;roach to ensure that ;rior theor does not

containate research resu(ts + setting ;araeters7

Ab+ction A+duction is different fro the two other a;;roaches entioned in that

it does not go fro data to theor or ice ersa once7 A+duction takes

the data that is aai(a+(e and then goes to the theor to identif fit and

ake co;arisons7 The ;rocess wi(( then return to the theor again7

This oe +etween theor and data is re;eated seera( ties oer unti(

the two corres;ond correct(7

or a gra;hica( re;resentation of -eduction KRed! 4nduction KBrange and A+duction

KGreen! ;(ease see igure 2 ,2 :c(ica( Nature of the &now(edge :reating Methods


27/111


Figure 2-2 Cyclical (ature of the )no!le#ge Creating "etho#s

KAr+nor and )erke 62

Ealating the 6no#le+ge Creating Metho+s

./isting inforation and ateria( such as news;a;er and ourna( artic(es wi(( create a +asis to

gain an idea of who and what Generation Y is7 Thereafter the understanding that has +een

o+tained on this +asis wi(( +e cha((enged + and co;ared to statistica( data to +e erified7

There is a(read a wea(th of inforation aai(a+(e a+out the arious generations current(

foring the (a+our arket and workforce and increasing( a(so a+out Generation Y7 4t is

;ossi+(e that an origina( idea cou(d +e created using an 4nductie a;;roach towards

Generation Y7 @oweer! there is a(so a strong ;ossi+i(it that the conc(usion wou(d su;;ort

a(read e/isting know(edge due to the nuerous and aried artic(es on Generation Y that

hae a(read +een written7 The ai of this docuent is to ascertain whether ;reious theories

hae +een accurate in their understanding rather than finding a theor that fits the data7 This

;rocess starts with ;reious theories rather than ending with ;resent theories7 Su;;orting this

a;;roach the theories ust first +e understood to know what to test and how to test it7

:onseIuent( the ;ath is fro theor to data7 or this reason 4nduction can not +e used here7

A+duction wou(d ;roide a stronger arguent for the conc(usion due to its re;eated oe

+etween theor and data ensuring greater accurac7 The re;eated oe +etween the two

wou(d reso(e the ;ro+(e 4nduction faced7 A(though the data aai(a+(e a((ows for

erification! its s;ecific nature and high (ee( of nueric data wou(d ;roide (iited new

.0

!heories $e)(ction 'orecasts

!heoretical Worl)

In)(ction Ab)(ction VeriCcation

E:;irical Worl)

'acts 'acts


28/111


understanding or inter;retations + continued oe +etween data and theor7 A+duction wi((

therefore not +e used as (itt(e new insight wou(d +e gained + re;eated inter;retation7

The Thesis= ai is to erif or deterine if ;resent theor is accurate7 As (itt(e new insight

wou(d +e gained fro A+duction the one oe fro theor to data shou(d +e sufficient for

the ;ur;ose of this Thesis7 :onseIuent(! a(though it argua+( does not ensure the sae

accurac as A+duction or the sae o+ectiit as 4nduction! -eduction wi(( +e used for this

Thesis as it is the ost efficient to ;roide the reIuired conc(usions7

2.* Ealating the Metho+ological A&&roaches

.ach of the three a;;roaches has its own res;ectie strengths and weaknesses which wou(d

affect this docuent7

A(though an understanding using the Actors A;;roach cou(d ake a ;ositie contri+ution!

a+iguit and continuous reinter;retation wou(d not ;roide the fi/ed ;araeters necessar

to create Generations se;arate fro each other7 The Actors A;;roach cou(d ;ossi+( ;roide

the ost accurate definitions +ased on inter;retation! +ut the notion of a Generation +ased on

;araeters wou(d +ecoe eaning(ess7 A(though the Generations a not +e ;erfect(

re;resentatie of their ;o;u(ations! there are sufficient uniersa( e(eents to gie e+ers of

a Generation coon characteristics on a high (ee(7

The Sstes A;;roach a ;roide soe additiona( usefu( insight as it takes a ho(istic iew

and a ;roide a c(earer understanding of how to achiee snerg + co+ining the

strengths of the different generations7 @oweer! this Thesis is not (ooking to on( identif

eans of creating snerg! +ut understanding who and what Generation Y is7


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The Ana(tica( A;;roach wi(( +e the ain a;;roach used7 Referring +ack to the end of section

.181/ Ana(tica( A;;roach the e/;(anations wi(( +e su;;orted e;irica((7 urtherore!

conc(usions and e/;(anations wi(( fo((ow as a natura( conseIuence of e/isting theor7 This

a;;roach! when using the definitions fro ear(ier of &now(edge :reating Methods! a(so

trans(ates into a -eductie A;;roach7

4 Bloom5s Ta3onom!

)enain S7 )(oo dee(o;ed a set of c(assifications to ea(uate (ee(s of know(edge7 These

differing (ee(s re;resented how we(( a ;erson not on( understood know(edge! +ut was a+(e

to use it and een +e se(f,critica(7 or this reason )(oo=s Ta/ono is a;;(ied to this Thesis!

it wi(( ensure that the know(edge is understood and that the Thesis is critica( of itse(f7

41 Leels o% 6no#le+ge

)enain )(oo created a hierarch of the understanding and use of know(edge7 This

hierarch was co;osed of si/ different (ee(s with the first +eing 6no#le+ge7 )(oo

identifies it as OQthe know(edge (ee( of (earning achieed + rote eor of si;(e ru(es!

facts! terino(ogies! seIuences! and ;rinci;(esP K&arns! )urton and Martin 187 4t re;resents

a (ee( where a ;erson wi(( know soething +ased on facts +ut not necessari( understanding

wh7

The Second


30/111



31/111


Figure 2-* +loom,s Taxonomy

)ased onD K-a+erg

4 A&&l!ing Bloom5s Ta3onom! )!rami+

This Thesis ais to use the ! and how Generation Y a;;roach

work9 A sii(ar descri;tion of who the other generations are and what factors a hae

he(;ed sha;e their iews has +een inc(uded in the A;;endi/! ;roiding +ackground for this

co;arison7 This understanding wi(( +e a;;(ied to the current (a+our arket situation where

co;anies are tring to recruit ta(ent fro aong Generation Y +ut on( hae (iited

success! face high co;etition! and hae difficu(t retaining Yers once the hae +een

recruited7

:o;anies want to know what Recruitent and Retention Methodo(og does work! not what

ight work as the re;resent a high cost factor for a co;an7 Therefore the Ana(sis

A;;roach wi(( +e ke in identifing the difference +etween fact and o;inion to thus +e a+(e to

/8


32/111


;roide a c(ear definition of how to interact with Generation Y +ui(ding on the know(edge of

the A;;(ication (ee(7

The oera(( ai is to +ring the ;reious e(eents together! there+ ;roiding an oerarching

understanding for a co;an of who Generation Y is! what the (ook for in the work

enironent! and conseIuent( how +est to a;;roach the to +e a+(e to attract ta(ent and

retain the in the (ong run7 This re;resents )(oo=s fifth (ee(! Snthesis! taking a(( the

e(eents and understanding fro the ;receding (ee(s and using the gained know(edge and

resu(ts to create a ode( for co;anies to use in conunction with Generation Y! their

recruitent and retention7

The fina( ste; wi(( +e to take the understanding and ode( created and ea(uate it to ensure

that there are no contradictor ;oints within the a;;roach! no is(eading arguents and ost

i;ortant( to ensure that it ;roides the answer reIuired! who Generation Y is! how to

attract and then retain the7 This a(so re;resents the fina( ste; according to )(oo=s

Ta/ono 5raid7

8 The Research an+ *riting )rocess

As entioned ear(ier! the docuent wi(( +e ref(ecting and a;;(ing the -eductie A;;roach

+ first using ;resent Theor as a foundation to then oe towards -ata rather than first

co((ecting -ata and then (inking it to Theor7 Ne/t sures for the & wi(( +e used to

co;are! differentiate and erif the theories ;resented in conte;orar +ooks and ourna(s

on the issue of Generation Y7 The fina( ste; wi(( +e to co((ate the inforation that has +een

gathered and confired

As can +e seen fro igure 2,1! e(eents of the Ana(tica( A;;roach are used in the research7

The e;hasis of this docuent is not on facts! of how an there are in Generation Y! +ut on

understanding how Generation Y acts7 @oweer! to deonstrate the growing ro(e of

Generation Y in the (a+our arket! statistics wi(( +e used7 This data wi(( sere as su;;orting

eidence for the arguent as to wh it is i;ortant to ensure a ;ositie interaction +etween

Generation Y and the other generations and ref(ecting toda=s workforce7 A(so here the (ower

tiers of )(oo=s Ta/ono 5raid are ref(ected! re;resenting descri;tion and understanding

of the inforation7

o((owing the 4ntroduction of the sure data! the co;aring and differentiating +etween

actua( data and theor wi(( sere as a co;aratie factor for the creation of a conte;orar

/.


33/111


understanding of Generation Y7 This inforation can then +e a;;(ied to the working

enironent! to identif how +est to work with Yers +ased on the new( created

understanding of who the are and what their ;riorities are7 )(oo=s 5raid and the

Ana(tica( A;;roach ensure that e/;(anations and conc(usions are +ased on a (ogica(

;rogression and e;irica( data7 4t a(so re;resents the oe towards forecast fo((owing

deduction as seen in igure 2 ,2 :c(ica( Nature of the &now(edge :reating Methods7

As the 5roect Structure showed! the fina( :ha;ter of this docuent wi(( re,ea(uate the

conc(usions drawn to ensure that are no contradictions! oersights or fa((acies7 This re;resents

the a;;(ication of the a;e/ of )(oo=s Ta/ono 5raid! .a(uation! and wi(( further

ensure the o+ectie scientific accurac the Ana(tica( A;;roach ;rescri+es7

9 Cha&ter Conclsion

This :ha;ter aied to identif which ethodo(ogica( a;;roach wou(d +e the ost re(eant

for this Thesis7 @aing discussed the adantages and disadantages of the aring ethods!

-eduction was found to +e the ost c(ose( a(igned to the Research 5rocess and answering

the 5ro+(e Stateent7 sing -eduction and e;irica( data! the Ana(tica( A;;roach was

found to +e the ost re(eant in inter;reting the data7

@aing decided to oe fro data to theor and how to understand the inforation! )(oo=s

Ta/ono was introduced to act as a guide for the structure of the Thesis and the stages of

working with the inforation aai(a+(e7 This +egins with a descri;tie section in the ne/t

:ha;ter! fo((owed + a section using this inforation in :ha;ter $! and conc(uded with an

ea(uation of :ha;ter $ and a reiew of whether the 5roect Stateent B+ecties hae +een

et in the fina( cha;ter7

2 7e%ining -enerations : an+ .

The Iuestion of wh it is i;ortant to understand Generation Y was a;;roached ear(ier7

@oweer! is it i;ortant to ;roide a s;ecific nae to each 1#,20 ear range or een define

such a range9 And if so! what are these generations9 These are soe of the Iuestions that wi((

+e answered in this :ha;ter! aiing to ;roide an understanding of who Generations > and Y

are7 This understanding wi(( +e erified with sure data conducted with uniersit students

and graduate recruiters in the & in 2003,20087 )eing ost( a descri;tie section! this

:ha;ter re;resents the (ower tiers of )(oo=s Ta/ono 5raid ;roided in the ;reious

:ha;ter7

//


34/111


21 Is there a nee+ to Bran+ each ne# -eneration/

Short( the fact that there is no cut,off date! at which ;oint ;eo;(e are in one generation or

another! wi(( +e discussed in greater de;th7 At this ;oint it is i;ortant to understand that

een if soeone is +orn in 16#0! this does not autoatica(( ean that the wi(( act (ike aVt;ica(= )a+ )ooer7 @oweer! generationa( +randing is he(;fu( +ecause a(though

Oindiidua(s within an generation hae different traits! Qthe shared e/;eriences of its

e+ers i;act certain attitudes and ;ers;ecties across the grou;P KYeaton "67

4t is these shared attitudes and ;ers;ecties that a((ow generations to +e created7 The do not

coer a(( indiidua(s= characteristics howeer the do ;roide an idea of what a (arge grou;

of ;eo;(e a hae in coon fro a gien ;eriod of tie7 Such coon e/;eriences wi((

with great (ike(ihood affect ;eo;(e in a sii(ar anner7 or e/a;(e! the Se;te+er 11 Wor(d

Trade :entre attacks ade danger at hoe a rea(it for an Aericans in a wa (itt(e e(se

had since 5ear( @ar+our7 This then s;read to .uro;e with the Madrid and


35/111


characteristics! generationa( naes he(; to ;roide a +road,+ase understanding of a (arge

grou; of ;eo;(e7 Thus it is +eneficia( to assign generations to ;eriods of ears7

These generationa( +randings a((ow ;eo;(e to know how! in genera(! to a;;roach e+ers of

other generations! knowing what is disres;ectfu( and what acce;ta+(e +ehaiour is7

nderstanding differences +etween age grou;s ;roides an of the sae +enefits of

understanding differences +etween cu(tures as the ;rinci;(es are er sii(ar7 This wi(( +e

e/;(ored further in :ha;ter $ where it wi(( +e (inked to @ofstede=s cu(tura( diensions7

2 -enerations in the *or$%orce

The o(dest generation ;resent( sti(( in the workforce is the Ceterans7 The Ceterans co;rise

those indiidua(s who were +orn u; unti( the end of WW44! an of which wi(( haee/;erienced Wor(d War 44! either actie( or as chi(dren7 The Ceterans were fo((owed + the

)a+ )ooers who +ecae the (argest generation to enter the workforce! the ri;;(es of

which are sti(( +eing fe(t now as the are +eginning to (eae the workforce7 The )a+

)ooers were fo((owed + Generation >! who grew u; with working ;arents and witnessing

ass (aoffs! shattering the iage of a o+ for (ife7 The fina( generation ;resent( in the

workforce is Generation Y! the focus of this Thesis7 Yers were witness to the rise of the age of

Techno(og with the ;ersona( co;uter! ce(( ;hones and 4nternet a((owing g(o+a( o+i(it!

un(iited access to inforation and a new for of )usiness7 The figure +e(ow ;roides a

isua( tie(ine of the different generations and their ear +ands7

Figure *- enerations /resently in the orforce

A(ost eer artic(e and +ook sets its own range of ears for each generation7 The +ands of

ears are usua(( sii(ar e7g7 Ceterans +orn +efore Wor(d War 44 ends7 What differs are the

cut,off ;oints +etween the generations7 As was entioned a+oe! there are no fir dates at

which a ;erson is either fro one generation or another and therefore the ;articu(ar ear

/3


36/111


when a ;erson is either an >er or Yer are not the critica( ;oints here7 :ritica( is that the

generation as a who(e ca;tures the defining oents sha;ing the generation e7g7 the Cietna

War! end of the :o(d War! or )i(( :(inton=s ONew .conoP7

As a(read entioned! the dates and definitions do not a;;( to a(( +orn in the gien tie

s;ans7 There wi(( +e those who are +orn in the id 16$0=s who wi(( fee( ore coforta+(e

with a;;roaches t;ica(( associated with Generation Y7 .Iua(( there wi(( +e soe +orn in

the (ate 1680=s who fee( ore coforta+(e with the work a;;roach of the Ceterans7 When

considering the definitions ;roided for Generations > and Y +e(ow and the Ceterans and

)a+ )ooers in the A;;endi/! it is i;ortant to +e aware that the are genera(isations

eant to +e re;resentatie and to ;roide guidance! and not +e fi/ed7

The ears gien for generationa( +ands hae +een chosen + choosing a ;eriod of tie which

wou(d rough( coer a generation! for this Thesis 13 ears7 There +ands reain true to the

notion of when the generations were +orn as gien in +ooks and ourna( artic(es with the

difference +eing ;(usinus a ear for the +ands +etween sources7 The ears a(so ai to

ca;ture ;eriods of tie where the ;eo;(e contained in this ;eriod are (ike( to deonstrate

characteristics that on a who(e wi(( +e sii(ar7

4n the ain +od of this Thesis on( Generations > and Y are coered in de;th as the are thefocus of this docuent=s co;arison7 @oweer! as each generation has different

characteristics that were sha;ed for aring reasons! a sii(ar ea(uation to Generation >=s

and Y=s has +een added in the A;;endi/ for the Ceterans and )a+ )ooers7 This he(;s to

;roide conte/t of who the are and wh the a hae dee(o;ed with their res;ectie

;riorities and a(ues7

22 -eneration :

The third generation in the workforce is a(so the sa((est generation segent KGraett and

Throckorton $17 A(though there are fewer Ceterans in the workforce! as a generation it was

(arger than Generation >7 The >ers were ;receded + the )a+ )ooers and fo((owed +

Generation Y! +oth of which hae er (arge ;o;u(ations7 To gie a co;arison! for the S

soe figures state there are as an as 3" i((ion )a+ )ooers ersus #1 i((ion >ers

KLeke! Raines and i(icJak 6$7 or the ;ur;oses of this Thesis! Generation > re;resents

those who were +orn in the ;eriod 16",16807

/6


37/111


221 *ho -eneration : Is

>ers were raised in a er different anner fro the )a+ )ooers and witnessed er

different ;henoena7 The ;arents of Generation >PQ had the highest diorce and a+ortion

rates! highest nu+er of dua(,incoe fai(ies! and ost ;erissie ;arenting ha+its QP

KMartin and Tu(gan 67 There was a(so an issue of securit which enco;assed seera(

different as;ects financia( securit! o+ securit! ;eace! or chi(d safet7 This generation did

e/;erience ;ositie dee(o;ents with the introduction of the ;ersona( co;uter + A;;(e

and Tand in 163" which re;resented the start of a reo(ution in how schoo( and ;rofessiona(

work wou(d +e done in the future KLeke! Raines and i(icJak 6#7

Soe of the eents e/;erienced + >ers wou(d hae an i;act on the wor(d at (arge and! in

turn! how the wou(d (ook u;on it7 The oi( crisis of 163 deonstrated the re(iance asignificant ;art of the .uro;ean and S econoies had on oi( and how (itt(e contro( the had

oer this resource Kn7a7! .nerg 4nforation AdinistrationD Bfficia( .nerg Statistics fro

the nited States Goernent7 Soe of the wars Generation > e/;erienced were thus ore

of an econoic nature than the t;e ;reious generations had witnessed7 The other t;e of

war that this generation grew u; with! es;ecia(( in .uro;e! was terroris7 -uring the 1630=s

the actions of .TA in S;ain! the 4RA in 4re(and! and the Red Ar in Geran and 4ta(

ensured there was no securit in these ;arts of .uro;e7 B(der >ers a a(so ree+er theterrorist attacks at the B(;ic Gaes in Munich in 16327

This generation witnessed soe of the greatest ;o(itica( shifts to take ;(ace since Wor(d War

447 4n 1686 the fa(( of the )er(in Wa(( hera(ded the end of the :o(d War7 .uro;e was no (onger

seen as diided +etween .ast and West! Socia(is and the B;en Market7 Margaret Thatcher

changed the sha;e of the & econo + ;riatising an sections of & industr inc(uding

uti(ities and rai(7 -ue to shar; econoic downturns there were a(so high (ee(s of

une;(oent during the ear( ears of the >ers7 This was to change + the tie the first

>ers were read to oin the workforce7 >ers were of een greater interest to co;anies due to

the ski((s the had that few fro the ear(ier generations ;ossessed! ost significant of which

was co;uter (iterac7

The grou; re;resenting Generation > a(so started to +ecoe ore dierse7 The efforts of the

cii( rights oeents of the ear( and id 20th centur were +eginning to coe to fruition7

Woen and African Aerican inorities were s(ow( gaining ground and rights in the

work;(ace7 This was ref(ected in Ange(a -ais! a ;eace actiist! and Michae( %ackson! +oth

/0


38/111


fro an African Aerican +ackground7 Bther areas were a(so dee(o;ing! inf(uencing not

on( Generation > +ut +ecoing wide( acce;ted at the start of Generation Y7

The African Aerican counit e+raced @i; @o;! with stars inc(uding Tu;ac Shakur and

Notorious )747G7! in the id and (ate 1680=s whi(e others took to Grunge and @ard Rock with

grou;s such as Nirana7 Bthers again! engaged in soa; shows (ike -nast and usica(s (ike

Saturda Night eer7 >ers grew u; +eing inde;endent fro a oung age whi(e +oth ;arents

were working7 The cu(ture of a generation is a ;roduct of its ;o;u(ation and conseIuent(

ref(ects the generation7 A(though great e;hasis was ;(aced on ust haing fun! an cu(tura(

e(eents! fro usic to TC ;rogras! dea(t with socia( issues and the fee(ings of the outh7

4n addition to socia( awareness an enironenta( awareness was +eginning to take sha;e at

this tie7 After seera( aor oi( s;i((s inc(uding the Aoco :adiJ in .uro;e and .//on

Ca(deJ in A(aska the conseIuences were +eing seen on TC on +oth continents7 The Wor(d

Wi(d(ife und KWW! (ater the Wor(d Wide und for Nature! was esta+(ished at the sae

tie as Generation > +egan to take sha;e! in 16"17 ) the ear( 1680=s the WW +egan to

gain oentu with its i((ionth e+er oining Kn7a7! WW 4nternationa(D @istor7

Generation > understood that the wor(d the )a+ )ooers had started working in had

changed significant( econoica((! enironenta((! and with regard to energ! securit and

;eace Ksee igure ,# -efining .ents for Generation >! for ke historica( eents7

Figure *- 3e4ning Events for eneration 5

KBer 1!$0,$2!#0

/4

8705Ds> M(nich Oly:;ics<

IRA< E!A

Watergate

Oil hoc+s

A:oco #a)i oil s;ill

A,ghanistan

8745Ds> #hallenger $isaster

Loc+erbie Bo:bing

'all o, Berlin Wall


39/111


22 The Characteristics o% -eneration :

Whi(e the )a+ )ooers oined the workforce at a tie when an e;(oee staed with a

co;an unti( retireent! >ers had witnessed first hand that this wou(d no (onger ho(d true

for the7 The oined the workforce fu(( aware that there was no (onger an o+ securit

haing witnessed their ;arents +eing ade redundant7 When oining there was a(so no (onger

the attitude of working ones wa u; the organisationa( hierarch +ut rather a desire to +e

recognised for the work done7

n(ike Generation Y! >ers hae not necessari( grown u; with eas aai(a+i(it of co;uters

at hoe7 This does not howeer ean their a;;roach to techno(og is the sae as coon(

found with )a+ )ooers and Ceterans7 >ers grew with the techno(og +oo and soe of

the ore successfu( -ot:os toda were started + >ers e7g7 Goog(e7 As techno(og grew!so too did Generation >=s understanding and use of it7 The ain difference +etween

Generations > and Y in techno(og is that Yers a(was had it aai(a+(e! grew u; using

techno(og and took it and its use for granted7 Generation > sti(( ree+er using t;ewriters!

+ut a(so grew with techno(og and he(;ed sha;e it creating a different t;e of re(ationshi;

with! and res;ect for it! whi(e sti(( +eing techno(og (iterate7 4n a work enironent this

eans that >ers are eIua(( (ike( to use the 4nternet to answer a Iuestion as a;;roach a

co((eague KWendoer 2"7

)a+ )ooers were known to work er (ong hours and dedicate these(es to their o+s7

This a ;art( +e +ecause the iewed their work as a ca((ing7 This is far (ess the case for

Generation > who! haing witnessed ass (a offs and the effects on socia( (ife of (ong

working hours! see their re(ationshi; with an e;(oer fro a ore contractua( +asis

KWendoer 2"7 With regard to actua(( a;;(ing these(es to work! Generation > a(so

differs fro the ;reious generation7 >ers tend to +e ore inde;endent! se(f,otiated and

se(f,sufficient KYu and Mi((er "7 The reason is (ike( to (ie (arge( in the fact that the grew

u; a(one! a(ost neg(ected + their ;arents ;artia(( due to increasing diorce rates and

woen increasing( oining the workforce KLeke! Raines and i(icJak 687 Bn this +asis

the are different not on( fro the )a+ )ooers +ut fro Generation Y as we((! who

e/;erienced @e(ico;ter 5arenting7 urtherore! >ers e/;ect work satisfaction and not ust to

work hard7

The ;oints a+oe a(so hera(d a change in what a generation a(ues7 )a+ )ooers a(ued

hard work and ;erforance7 This not on( changes with Generation > +ut (as the foundation

/7


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for the change in work=s i;ortance for Generation Y7 urtherore! financia( incentie is no

(onger the ost i;ortant otiation for Generation > KYu and Mi((er 37 inancia(

incentie is sti(( i;ortant +ut soeties the a(so ust want recognition for the work the do

Kers seek out training in their o+s7 @aing witnessed the (aoffs of their ;arents the hae

understood that the ust hedge these(es against econoic downturns and one of the +est

was to do so is to create as strong a :C as ;ossi+(e7 >ers wi(( thus attend training not on(

for the +enefit of the co;an +ut to strengthen their ;osition of kee;ing their o+ i7e7 >ers

are re(atie( (oa( to their ;rofession not their e;(oer KYu and Mi((er "7 This aries

s(ight( fro Generation Y who a(so ;ursue training to +ui(d their :C! +ut with a s(ight(

different otie as wi(( +e discussed in the section co;aring the two generations7

Another sii(arit to Generation Y! with a su+t(e difference! is the i;ortance of Work, ;ut great a(ue on their free tie! s;ending it with friends and fai(!

taking a rather different a;;roach fro the )a+ )ooers7 Working (ong hours or weekends

is not soething the do with great enthusias! which re;resented an iense shift in

attitude fro the )a+ )ooers KLeke! Raines and i(icJak 667 Bne of the co;(aints of

>ers was that their ;arents did not s;end enough tie with the and an chose not to

re;eat this a;;roach with their own fai(ies KLeke! Raines and i(icJak 127 5o(itica(

decisions and (a+our (aws ref(ect this shift + e7g7 introducing (ong aternit (eae and

;aternit (eae7

Wendoer argues the ke difference in work a;;roach and career adanceent +etween

Generation > and the )a+ )ooers is in their ;hi(oso;h7 OWhi(e )a+ )ooers worked

(ong hours in ho;es that their sacrifices wou(d +e noticed oer tie! >ers e/;ect their

sacrifices to +e noticed and e/;ect c(ear guidance as to what those sacrifices shou(d +eP

KWendoer 237 As the shift +etween Generations > and Y=s a;;roach to Work,ers to anaging Yers as we(( as ease re(ations +etween these generations7

Another area deonstrating sii(arit +etween Generations > and Y reo(es around the

eaning of the work the do and what otiates the7 5art of the reason >ers do not work

(ong hours or are ha;; to switch o+s is +ecause of fai( KArstrong7 n(ike the )a+

)ooers fai( has a uch higher ;riorit and cor;orate (oa(t coes second! asentioned a+oe7 :onseIuent( a >er wi(( +e wi((ing to change co;anies for a higher ;a

25


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check as this wi(( he(; to +etter ;roide for their fai(ies and coer increasing hoe and

tuition e/;enses7 or those who do not hae fai( coitents the eaning of the work

the do +ears great a(ue7

.s;ecia(( here! sii(arities +etween the ounger generations +ecoe eident7 >ers want to

do work which has eaning rather than ust sitting +ehind a desk for a u(tinationa(

cor;oration7 The wi(( therefore o(unteer to do socia( work in their free tie such as

working in sou; kitchens KArstrong7 Soe co;anies hae recognised this trend and are

socia(( ;roactie at a cor;orate (ee( su;;orting and in soe cases een encouraging socia(

res;onsi+i(it + their e;(oees7 Bne such co;an is 5o(o Ra(;h


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*. *ho -eneration . Is

The fourth generation ;resent( entering the (a+our arket and workforce is in an was

the first generation to tru( hae grown u; in a co;uter +ased societ7 A(though co;uters

a not hae +een coon in the ear( 1680=s! this generation wi(( er (ike( a(was +eenaware of the and used the either at schoo( andor at hoe7 The wi(( hae started +

;(aing si;(e gaes on it such as 5ac Man and as techno(og eo(ed their understanding

and use of co;uters wi(( hae eo(ed hand,in,hand7 As techno(og was a (arge factor in

sha;ing this generation it wi(( +e returned to short(7

There were other significant eents that took ;(ace whi(e this generation grew u;7 The end of

the :o(d War gained oentu with the fa(( of the )er(in Wa(( in 1686! Geran re,

unification and the end of the Soiet nion and there+ the end of :ounis7 The

.uro;ean nion continued to e/;and and grew c(oser with the Maastricht Treat Kn7a7!

S;ecia( Re;ort on . .n(argeentD 4n the Nick of Tie7 The Schengen Agreeent a((owed

for trae( without ;ass;ort check at +orders whi(e the introduction in 2002 of the .uro

reoed the need to conert currencies within the .uro Jone7

4n 166$ :anada! Me/ico and the nited States created the North Aerican ree Trade

Agreeent KNATA Kn7a7! Goernent of :anada Bfficia( We+site7 The fo((owing ear the

Genera( Agreeent on Tariffs and Trade KGATT eo(ed into the Wor(d Trade Brganisation

KWTB Kn7a7! Wor(d Trade BrganisationD What is the WTB97 These treaties! agreeents! and

organisations changed the econoic re(ationshi;s of countries on a g(o+a( (ee( aking the

ore integrated! reinforcing the notion of g(o+a(isation7

Bther eents inc(ude the inasion of &uwait in 1660 and (ater the war with 4raI (ed +

George )ush senior KBer 22,27 )ut a tru( defining oent in this generation wi((

hae +een 11 Se;te+er 20017 4t was a terrorist attack in a anner +efore uniagina+(e7@oweer! sad as the eent was! it was the actions taken +ased on this ;reise that defined it7

George W7 )ush +egan + inading Afghanistan in search of Bsaa +in


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found in either case7 This has eant that the ;resent generation in the S has not had as

ins;irationa( (eaders as Roosee(t or &enned to (ook u; to and hae instead (ooked for ro(e

ode(s e(sewhere7

4n .uro;e! (arge sca(e terrorist attacks took ;(ace in Madrid! S;ain in 200$ and A=ailability o, #Ds

'all o, Berlin Wall

8775Ds> G(l, War

Bill #linton F Ne*

Econo:yH

$ollyH the shee; clone)

!he Internet

.555Ds> B(sh 44 F 788

E(ro @J F EU

enlarge:ent

A,ghanistan F Ira? Wars

Lon)on F Ma)ri)

Bo:bings


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At the sae tie! a(though not as great a concern for o(der generations! coodit scarcit

and the enironent are issues er re(eant to the ounger generations7 Generations > and

Y are aware of soe of the (u/uries the eno fro oi( +ased ;roducts! such as re(atie(

chea; trans;ortation + (and! air and sea! and the ro(e oi( ;(as in the econo7 The are!

howeer a(so aware that haing reached 5eak Bi(2! oi( wi(( not anish iediate(! +ut it wi((

+ecoe increasing( scarce and conseIuent( increasing( e/;ensie with a continued rising

deand KAuthers Kn7a7! She(( .nerg Scenarios to 20#07

A(ong with oi(! techno(og is one of the defining factors of this generation7 As entioned

ear(ier! with the ra;id( increasing aai(a+i(it of ;ersona( co;uters! their use was eIua((

swift( ado;ted! ;articu(ar( + the oung for ;ersona( use7 Generation Y wi(( hae grown u;

using co;uters to ;(a gaes! surf the 4nternet! co;(ete schoo( and uniersit work!

down(oad usic and ideos! and interact with ;eo;(e across the wor(d instantaneous(7 The

workforce e+raced the 4nternet using it g(o+a(( to conduct +usiness without O(osingP tie7

:o;uters are not the on( e(ectronic gadgets Generation Y hae +enefited fro7 With the

fa(( in costs and increased aai(a+i(it! the use of ce(( ;hones s;read to a ;oint where an

househo(ds ;resent( hae ore than one7 As with the 4nternet! this has faci(itated

counication in an ;(ace at an tie7 There was a(so the introduction of the -iscan in

the id, to (ate 1680=s aking it eas to (isten to :-s on the go rather than cassettes Kn7a7!

Son :e(e+rates Wa(kanKR 20th Anniersar 7 This was fo((owed + the Mini -isc and

(ater the i5od which was (aunched + A;;(e in 2001 Kn7a7! A;;(e 5resents i5od7 Bther

dee(o;ents inc(uded caeras changing fro using fi( to +ecoing digita(! usic +eing

down(oaded fro the 4nternet (ega((! and +eing a+(e to a

Documents

Recruiting and Retaining Generation Y - A New Workforce