Kiara Price Final Dissertation

LEADERS IN ORGANIZATIONS: MANAGING GENERATIONAL
CHARACTER ISSUES AMONG EMPLOYEES
Doctoral Dissertation Research
Submitted to the
Faculty of Argosy University, Chicago Campus
College of Business
In Partial Fulfillment of
the Requirements for the Degree of
Doctor of Education, Organizational Leadership
by
Kiara N. Price
February 2015

ii
Copyright © 2015
Kiara N. Price
All rights reserved

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Doctoral Dissertation Research
Submitted to the
College of Business
by
Kiara N. Price
Argosy University
February 2015
Dissertation Committee Approval:
_________________________________ ____February 21, 2015_____
Roberto Castaneda, DBA, Committee Chair Date
___________________________________ ______________________________
Jodi Martinez, Ed.D., Committee Member Adam Froerer, PhD, Program Chair
Dr Jodi
Martinez
Digitally signed by Dr Jodi Martinez
DN: cn=Dr Jodi Martinez, o, ou,
email=jmartinez@ilsos.net, c=US
Date: 2015.04.10 09:17:21 -05'00'
Dr Roberto
Castaneda
Digitally signed by Dr Roberto Castaneda
DN: cn=Dr Roberto Castaneda, o, ou,
email=bobcastaneda@att.net, c=US
Date: 2015.04.10 09:17:49 -05'00'

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Abstract of Doctoral Dissertation Research
Submitted to the
College of Business
by
Kiara N. Price
Argosy University
February, 2015
Roberto Castaneda, DBA, Chair
Jodi Martinez, Ed.D., Member
Department: College of Business

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ABSTRACT
The purpose of this study was to investigate how leaders in organizations manage
generational character issues among Baby Boomer, Generation X, and Generation Y
employees. Specifically, this study focused on leaders’ perceptions of generational
character issues portrayed in the workplace and how leaders manage the character
differences. It highlighted the underlying factors that may distinguish the character
differences among each generation. The study utilized a quantitative methodology; the
sample population was 43 leaders of organizations within the United States. The
researcher gathered primary data using the snowball sampling method utilizing a survey
via Survey Monkey. The research study indicates that leaders expressed that Baby
Boomer employees are the more favorable generation to work with compared to
Generation X and Generation Y employees. The results also indicate that there are
exceptions to that rule, stating that leaders perceive Generation X and Generation Y
employees to be more adaptable to change in comparison to the Baby Boomer
employees. This study is a clear indication that there are significant differences and
exceptions to the trend of generational character issues being portrayed in the workplace.

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ACKNOWLEDGEMENTS
I would like to thank my committee chairperson Dr. Roberto Castaneda, and my
committee member, Dr. Jodi Martinez, for serving as my committee. Without their
insight, encouragement, time management, expertise, and guidance, I would have not
been able to complete this process. I would like to thank the other researchers,
participants (too many to mention), and character generational research advocates who
paved the way in order for me to conduct this study in depth. Lastly, I would like to
thank my family, friends, classmates, and fiancé for being patient, staying prayerful, and
supporting me through this four-year journey.

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DEDICATION
I would like to thank God for giving me the strength, favor, and knowledge during
this extensive, yet rewarding process. At times when I wanted to give up, he sustained
me from an attitude of defeat. I would also like to thank my parents, Nanette and Paul
Brown, who have supported me through this long educational journey. Their prayers,
support, and nurturing upbringing have prepared me to write about a topic influential to
all leaders globally. I would also like to thank my classmates, Dr. Tanita Abrahamson,
Donna Irvin, and Vivian Bridges, who have been an awesome support system and a
family away from home. Lastly, I would like to thank all of my family and friends who
have named me “Dr. Kiki,” the moment I was accepted into the Organizational
Leadership Program at Argosy University, Chicago Campus. I knew then that I had
officially developed a strong support system of individuals who truly had my best
interest.

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TABLE OF CONTENTS
Page
CHAPTER ONE: INTRODUCTION.................................................................................1
Statement Problem...............................................................................................................1
Theoretical Framework........................................................................................................5
Purpose of Study..................................................................................................................6
Research Question ...............................................................................................................7
Definitions of Terms............................................................................................................7
Significance of the Study.....................................................................................................8
Assumptions, Limitations, and Delimitations......................................................................9
CHAPTER TWO: LITERATURE REVIEW...................................................................12
Leadership..........................................................................................................................12
Leadership Theories.................................................................................................13
Transformational Leadership...................................................................................13
Generations ........................................................................................................................15
Baby Boomers..........................................................................................................16
Baby Boomers in the Workplace...................................................................17
Generation X............................................................................................................17
Generation X in the Workplace .....................................................................18
Generation Y............................................................................................................18
Generation Y in the Workplace ....................................................................19
Generational Character Issues in the Workplace...............................................................19
Baby Boomer Character Issues in the Workplace ...................................................21
Generation X Character Issues in the Workplace....................................................22
Generation Y Character Issues in the Workplace....................................................23
Importance of Leaders Managing Generational Character Issues .....................................24
CHAPTER THREE: METHODOLOGY .........................................................................26
Research Design.................................................................................................................27
Selection of Subjects..........................................................................................................29
Procedures..........................................................................................................................31
Instrumentation ..................................................................................................................32
Methodological Assumptions ............................................................................................33
Data Processing and Analysis............................................................................................33
CHAPTER FOUR: RESULTS .........................................................................................36
Descriptive Statistics..........................................................................................................36
Inferential Statistics ...........................................................................................................37
Summary of Findings.........................................................................................................44
CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS ..47
Findings..............................................................................................................................50
Conclusion .........................................................................................................................51

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Implications for Practice....................................................................................................53
Future Research .................................................................................................................54
REFERENCES ..................................................................................................................57
APPENDICES ...................................................................................................................63
A. Permission Letters.........................................................................................................64
B. Invitation to Participate Letter.......................................................................................67
C. Consent Letter ...............................................................................................................69
D. Survey Questionnaire....................................................................................................73

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CHAPTER ONE: INTRODUCTION
Statement Problem
For the first time in the history of the modern workforce, employees from
different generations are working closely together (Zemke, Raines, & Filipczak, 2000).
Kupperschmidt (2000) defined a generation as an identifiable group which shares the
same birth years and significant life events at essential stages in life. Manheim (1972),
on the other hand, identified a generation as a group of people of the same age who
encounter similar social and life event experiences. Several employees are working with
individuals who are as old as their parents and as young as their children (Zemke et al.,
2000). For the first time in American history, leaders are challenged with managing
different generations in the workplace with different values, attitudes, and expectations
(Kyles, 2005). An increase in age and generational diversity in the workplace has deeply
impacted the ways in which organizations communicate, function, and co-exist. Nearly
60% of human resource managers from larger companies suggest that they’ve observed
several conflicts in the office due to generational differences in the workplace
(Comperatore & Nerone, 2008). Employees are also faced with a difficult task regarding
how to get along with their colleagues from different generations (Comperatore &
Nerone, 2008).
Leaders are realizing that age has much to do with employees’ hopes, learning
styles, expectations, and character traits (Raines, 2002). Working in multi-generational
environments brings awareness to trends such as generational gaps, which has affected
morale and productivity for organizations. “Without question, there are real differences,
misunderstandings, and tensions among employees born in different eras” (DiRomualdo,

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2006, p. 20). Multi-generational character differences, communication, and mis-
understandings among employees born in different eras have affected retention rates and
employee turnover (DiRomualdo, 2006). Learning how to manage multi-generational
character issues among employees has been of interest to leaders who are adamant about
developing a cohesive group of employees.
Understanding multi-generational diversity in the work force is an important
challenge to leaders. Studies have shown that not only do different generations possess
unique values and attributes (Bogdanowicz & Bailey, 2002), but heterogeneity in age can
impact performance reviews, turnover rates, and social engagement (Judge & Ferris,
1993; McGuire, By, & Hutchings, 2007). Due to different attitudes, personal
preferences, and values, generational differences can foster incongruence in the leader-
follower dyad (Collins, Hair, & Rocco, 2009). The generational differences started to
affect employees personally by bringing a lack of positive energy, enthusiasm, and the
ability to perform well. Murphy, Greenwood, and Gibson (2010) indicated the following:
the challenges of managing a multi-generational workforce with its potential for conflict
is widely accepted; the remedy is gaining a better understanding of what different
generations want and need. Understanding generational differences can help leaders
create intrinsic motivational systems that encompass the reward and compensation
programs along with leadership approaches that acknowledge the associates’ fundamental
value structures.
Researchers found that understanding each generation and giving employees what
they need to thrive can increase productivity, morale, and employee retention (Kogan,
2007). Work values among generations may differ and impact the workplace based upon

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beliefs, goals, values, attitudes, world views, attitudes toward careers, and attitudes
toward leadership (Sessa, Kabacoff, Deal, & Brown, 2007). Familiarity with the multi-
generational characteristics and core values of each generation can help leaders in the
workplace better understand their employees and can lead to improved teamwork (Zemke
et al., 2000). Three generations are investigated in this study: Baby Boomer, Generation
X, and Generation Y employees.
Most sources identify Baby Boomers as individuals born between 1943 and 1965.
This generation is identified as the Baby Boomer generation because of the 17 million
babies born during this era relative to previous census figures (O’Bannon, 2001). Baby
Boomers were raised to respect authority figures (Karp, Fuller, & Sirias, 2002). The
Baby Boomer generation turned 62 in 2008, and as a whole, this generation is now in the
middle to the later part of their careers.
The U.S. Census Bureau defined Generation X as individuals who were born
between 1968 and 1982 (Karp et al., 2002). The members of Generation X are the
children of Baby Boomers, who grew up in an era of financial, family, and societal
insecurities (Karp et al., 2002). Generation X is known as the more independent
generation whose members aspired to achieve a balance of work and life in comparison
to the previous generations. Generation X is not overly loyal to its employers.
Generation X has a desire for continuous learning, skill development, and strong
technology skills (Bova & Kroth, 2001).
Generation Y consists of the individuals born between the years of 1978 to 2002
(Crampton & Hodge, 2006). Generation Y has been shaped by parental excuses,
technology, social media, and dramatic technological devices (Niemiec, 2000).

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Generation Y has also been known for being the generation adaptable to change, eager to
learn, and independent.
Each generation has important qualities. The subtle cultures within each
generation cause conflict and character issues. A 2004 Society for Human Resource
Management report identified that differences in perspectives of employees sometimes
lead to intergenerational conflict (Durkin, 2002). Misunderstanding among different
generational employees is a growing issue (Zemke et. al., 2000). Busch, Venkitachalam,
and Richards (2008) found that there are several differences among generations in the
workplace including issues of entitlement, commitment, status, need for
acknowledgement (typically by younger generation employees), and idealism. Patota,
Schwartz, and Schwartz (2007) indicated that misunderstandings and strife from multi-
generational conflict are acute at times, particularly anytime reorganization and
downsizing are taking place.
Leaders realize that anytime people from different generations enter into the
workforce to accomplish the common goals and objectives of an organization, employees
bring their world views to the workforce. Different world views and perceptions can
foster greater diversity, which can create innovation and enthusiasm if managed
efficiently. If not managed appropriately, the initiation of coming together and executing
world views in a multi-generational work environment can turn into a negative situation
resulting in misunderstanding, poor communication, exclusion versus inclusion, and
generational conflict. Realizing this concern, leaders want to understand how to manage
multi-generations in the workplace. In managing three generations in the workplace, it
has been unclear as to how leaders in organizations manage character issues among Baby

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Boomer, Generation X, and Generation Y employees. The leadership paradigm explored
in this study is transformational leadership.
Theoretical Framework
The research study investigates the differences in how leaders in organizations
manage character issues among Baby Boomer, Generation X, and Generation Y
employees. The conceptual theoretical framework for this study focuses on
transformational leadership. Transformational leadership was introduced by James
MacGregor Burns (1978) and Bernard M. Bass (1985b). Transformational leadership is a
leadership model that allows leaders to transform the personal values of their followers
and to support the vision and goals of organizations. Transformational leaders foster
environments where relationships are established, trust is enforced, and visions are
collectively shared (Bass, 1985b). Avolio, Waldman, and Yammarino (1991) established
four behaviors associated with transformational leadership: idealized influence,
inspirational motivation, intellectual stimulation, and individualized consideration. Bass
(1985c) suggested that under certain conditions, employees can rise above their own self-
interest and can buy into their organization’s mission.
Transformational leaders are known for having leadership characteristics such as
being encouraging, open, honest, timely communicators and fostering dialogue and
effective communication between team members (Zargorsek, Dimovski, & Skerlavaj,
2009). Transformational leadership is composed of six different dimensions: articulate a
vision (vision leads to a quality performance), provide an appropriate model (measure
whether the leaders are exhibiting behaviors as stated in the vision), foster the acceptance
of group goals (leader encourages followers to buy-in to the group goals), set high

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performance expectations (leader expects group to meet performance goals), provide
individualized support (leader is a support liaison for followers), and intellectual
stimulation [leaders encourage intellectual growth] (Podsakoff, Mackenzie, Moorman, &
Fetter, 1990). The study is highly correlated with transformational leadership because of
the leaders’ ability to understand, communicate, and address the issues with character
among Baby Boomer, Generation X, and Generation Y employees. Transformational
leader qualities bring an innate ability to lead a team of employees from different
generations, personalities, and character traits. Transformational leaders help individuals
of all generations to understand the importance of ethical behavior, appropriate character,
and tactfulness in the workplace (Deal, 2007).
Purpose of Study
The purpose of this study is to research and understand how leaders of
organizations manage character issues among Baby Boomer, Generation X, and
Generation Y employees. The study explores the most common character issues
portrayed in the workplace by three generations (Baby Boomers, Generation X, and
Generation Y) and the different leadership styles identified which help address character
issues among Generation X, Generation Y, and Baby Boomer employees.
The study was investigated through the use of a primary survey administered
electronically to leaders in organizations from SurveyMonkey using the snowball
sampling method system. SurveyMonkey is an online survey instrument development by
a cloud-based organization founded in 1999 by Ryan Finley (SurveyMonkey, 1999). The
snowball sampling method identifies one or more units desired in a limited population.
Once a unit has been identified, this unit finds other units that meet the criteria until the

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sample size is met (Faugier & Sargeant, 2007). The survey allowed leaders of the
organizations to give their perceptions of character issues they observed from Baby
Boomer, Generation X, and Generation Y employees. The survey tool also allowed
leaders to expound on management of different generations, their preferred leadership
style, and the generated perspectives relative to generational differences among Baby
Boomer, Generation X, and Generation Y employees.
Research Question
One intricate research question occurs in this study: What is the difference in
how leaders in organizations manage generational character issues among Baby Boomer,
Generation X, and Generation Y employees? The research question leads to one null
hypothesis. The null hypothesis indicates that there are no significant differences in how
leaders of an organization managed character issues among Baby Boomer, Generation X,
and Generation Y employees. The alternative hypothesis indicates that there are
significant differences in how leaders of an organization manage character issues among
Baby Boomer, Generation X, and Generation Y employees.
Definitions of Terms
In this study, several terms are used. Listed are the terms and definitions that are
relatively important:
Baby Boomers: A member of a generation born between 1946 and 1964 (U.S.
Census Bureau, 2011).
Character: The constellations or configurations of behavior traits (Stolorow,
2012).

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Generation: A group of people of the same age, similar social experiences, and
life events (Mannhiem, 1972).
Generation X: Individuals born between 1968 and 1982 (Karp et al., 2002).
Generation Y: Individuals born between 1978 and 2002 (Crampton & Hodge,
2006).
Generational Gaps: Differences that occur between people of younger
generations and their elders (Strauss & Howe, 1999).
Leadership: An individual who leads or guides a group of individuals (Kogan,
2007).
Professional Ethics: Ethics that help a professional choose what to do when he or
she is faced with an issue at work that raises a moral issue (Brincat & Wike, 1999).
Snowball Sampling Method: A technique for gathering research through the
identification of an initial participant who is used to provide the names of other
participants (Faugier & Sargeant, 2007).
SurveyMonkey: SurveyMonkey is an online survey developed by a cloud-based
organization; it was founded in 1999 by Ryan Finley (SurveyMonkey, 1999).
Transformational Leadership: A leadership model which allows transformational
leaders to transform the personal values of their followers to support the vision and goals
of the organization (Bass, 1985b).
Workplace: Physical location of where someone is employed (Jamrog, 2001).
Significance of the Study
Identifying the differences in how leaders in organizations manage character
issues among Baby Boomer, Generation X, and Generation Y employees has been

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limited. According to Zemke et al. (2000), generations working side by side brought a
wide range of cultural and generational idiosyncrasies with them to the workplace.
Leaders of organizations interacted with employees from different generations and
cultures. In leading a group of individuals from different generations, leaders need
guidance and insight to address conflict and cross-generational character issues. The
leader has to understand generational character differences and the nuances
encompassing the generational behaviors.
The primary source of data for this study was retrieved from an online survey
administered through SurveyMonkey. The survey allowed experienced leaders to deliver
their feedback on their previous experiences and to share expertise relative to managing
Baby Boomer, Generation X, and Generation Y employees. The survey also allowed
leaders to indicate their leadership styles with different generations and their method on
how they managed character issues among Baby Boomer, Generation X, and Generation
Y employees.
Assumptions, Limitations, and Delimitations
In conducting this quantitative analysis, the researcher made some assumptions,
was able to seize limitations of the study, and identified the delimitations of the study.
The first assumption is that the participants thoroughly completed the survey and
delivered valid responses. The second assumption is that these leaders were focused on
reading and comprehending the questions as opposed to concentrating on their responses.
In addition to being truthful, the researcher assumes participants expected their responses
to be valued by organizations.

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This study includes limitations. The first limitation is that all participants did not
deliver valid responses on the demographic questionnaire and the primary online survey.
Even though the sampled population was fairly large numerically, all participants may
not have been fully represented. The second limitation is that the leaders may have been
biased towards certain generations when they delivered their responses for unknown
reasons. The third limitation is that the researcher had difficulty finding negative
characteristics about Baby Boomer employees versus finding a host of positive character
issues about Baby Boomer employees in the workplace. Finding limited research
relevant to Baby Boomer employees prohibited enriched findings in the literature review
within the dissertation. The fourth limitation is that the surveys administered by
SurveyMonkey using the snowball sampling system may have not identified the true
validity relative to how leaders in organizations managed character issues. The fifth
limitation is that utilizing the snowball sampling method can be challenging to correctly
identify participants to include in the sample that meet the criteria. This criterion makes
one eligible to take the survey because there is no obvious list of the population of
interest to the researcher. The last limitation is that utilizing the snowball sampling
method can enable the sensitivity of a participant coming forward to participate in the
research study, which makes the study more acute in its research. Since the snowball
sampling method involves participants recruiting other participants to complete the
survey, there may be common character traits and other social factors with those
individuals to help break down natural barriers that might prevent participants from
taking the survey.

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The researcher includes three delimitations in this study. The first delimitation is
that this study was solely a quantitative approach which limited the opportunity to
include a qualitative perspective. The second delimitation is that the sample size was
limited due to the methodological selection. The last delimitation is that since the
snowball sampling method does not select participants for inclusion in the sample based
upon random selection, it is impossible to determine the possible sampling error or to
make statistical inferences based on the sample related to the population.

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CHAPTER TWO: LITERATURE REVIEW
Many behaviors commonly exhibited by cross-generational employees are
detrimental to working environments and the growth of success within organizations. A
lack of respect in the working environments negatively impacts the morale of
organizations, increases turnover rates, and increases risk to organizations. In order to
prevent a toxic working environment, one needs to understand the basis and foundation
for running an effective organization. Four major components heighten the core behind
leading employees. The four components include the following: (a) understanding
leadership, (b) understanding the employees, (c) effective communication, and (d)
addressing any adversities that have a direct impact on the productivity of the
organization. This literature review explores leadership, the leadership theory, and
paradigms correlated with this study. The literature review also indicates the significance
behind the theoretical framework and its parallelism to research study. Plinio, Young,
and Lavery (2010) found that one that of the austere worries that organizations face is a
lack of ethical behavior, improvised integrity, and non-existent ethical leadership.
Leadership
Leadership is defined as the process whereby an individual influences a group of
individuals to achieve a common goal (Northouse, 2013). Northouse indicated that there
are three components that follow the phenomenon of leadership: Leadership is a process;
leadership involves influence; leadership occurs in groups; and leadership involves a
common goal (Northouse, 2013). Northouse argued that leadership and management
were two different concepts that overlapped. Northouse indicated that management
focuses on the activities of planning, staffing, and controlling, whereas leadership focuses

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on the general influence process (2013). Kouzes and Posner (2003) indicated that
leadership was about making good choices. In leadership, a leader’s role is to understand
the importance of executing leadership styles that are most suitable for their group of
subordinates.
Leadership Theories
Several different theorists implemented theories based on their philosophies and
perspectives appurtenant to leading a group of followers. The most essential leadership
theory and theoretical framework associated with how leaders manage generational
character issues among employees is the Transformational Leadership Theory.
Transformational Leadership
The Transformational Leadership Theory was initially introduced by James
MacGregor Burns (1978) and Bernard M. Bass (1985b). According to Burns,
transformational leadership can be seen when leaders and followers make each other
advance to higher levels of morality and motivation (Burns, 1978). Burns noted that
through the strength of their vision and personality, transformational leaders were able to
inspire their followers to change expectations, perceptions, and motivation towards
executing the common goal (Burns, 1978). Bass (1985a) expounded on Burns’ original
ideas to add an addendum to the formulated transformational leadership theory. Bass
(1985a) defined transformational leadership as the leadership model which allowed
leaders to transform the personal values of their followers and to support the vision and
goals of the organization. Transformational leaders fostered environments where
relationships are established, trust is enforced, and visions are collectively shared (Bass,
1985b).

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In a transformational leader, there are four components that Bass (1985a)
suggested were tailored to meet the criteria of transformational leadership:
1. Intellectual stimulation: Transformational leaders not only challenge the status quo,
but they also encourage creativity (Bass, 1985a).
2. Individualized consideration: Transformational leadership involves delivering
individual encouragement and support to followers. In order for transformational
leaders to foster supportive relationships, it is essential that leaders keep the lines of
communication open so that followers feel comfortable with sharing ideas, which
affords leaders the opportunity to offer direct recognition of the unique contributions of
each follower (Bass, 1985a).
3. Inspirational motivation: Transformational leaders establish a vision that they are able
to communicate and articulate to followers. These leaders also encourage and abet
their followers to feel and experience the same passion and motivation as their leaders
(Bass, 1985a).
4. Idealized influence: The transformational leader serves as a role model to his
followers. Followers who respected their leaders emulate and internalize the leader’s
ideas (Bass, 1985a).
Bass and Reggio (2008) found that transformational leaders stimulated and
inspired their followers to achieve extraordinary outcomes and develop leadership
capacity. Transformation leaders help followers grow and develop into leaders by
responding to individual followers’ needs by empowering them and aligning the
objectives and goals of individual followers, the leader, the group, and the larger
organization. Even though transformational leadership has been looked upon as one of

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the more prominent leadership styles executed by leaders, the transformational leadership
ethics has been questioned by other theorists. It had been suggested that transformational
leadership:
1. Lends itself to amoral puffery since it makes use of impressionable management
(Synder, 1987).
2. Is anti-ethical to organizational learning and development involving shared leadership,
equality, and decision-making (McKendall, 1993).
3. Encourages followers to go beyond their own self-interest for the betterment of the
organization (Stevens, D’Intino, & Victor, 1995).
4. Engages followers to make irrational decisions in pursuits of evil ends contrary to the
best interest of its followers (Stevens et al., 1995).
5. Manipulates followers to think that they are on a promising journey in which they
actually give more of themselves than receive the rewards (White & Wooten, 1986).
6. Lacks the checks and balances of countervailing interests, its direct influences, and
authority to avoid dictatorship and oppression of least dominating population by a
majority (Keeley, 1995).
After these ethical concerns were addressed about transformational leadership, Bass
(1985a) and Avolio et al. (1991) argued that individual theories of leadership are more
likely to be transformational than transactional.
Generations
Generations are defined as identifiable groups that share birth years, ages,
locations, experiences, life events, and developmental stages (Kupperschmidt, 2000).
Even though generations are diverse, they all share certain thoughts, values, and

16
behaviors (Zemke et al., 2000). According to Strauss and Howe (1991), generations
enter each stage of life through their own generational personality. Even though human
beings all go through the same life cycle (birth, childhood, adolescence, adulthood,
middle age, elderly, and death), each generation experiences life differently through their
own generational lens. Strauss and Howe indicated that generations are formed by “age
location.” Karl Mannheim believed that generations evolve as solidified domestic units
not generally large scale transnational movements (Houle, Jennings, Meyer, Rafail, &
Simon, 2009). Mannheim felt that generational units develop through shared
experiences, cultural traditions, identities, and institutions in which each generation’s
units are instilled (Houle et al, 2009). All generations have unique attributes that create
an interesting yet, dynamic atmosphere in the universe. There are three generations that
dominate the human race: Baby Boomers, Generation X, and Generation Y. Each one of
these generations has characteristics that affect them personally and professionally in
positive and negative ways. Experiences, culture, and tradition have contributed factors
relevant to cross-generational interactions with family, friends, and co-workers.
Baby Boomers
The Baby Boomers are individuals born between 1946 and 1964 (U.S. Census
Bureau, 2006). The birthrate of these individuals grew after World War II which allowed
this generation to be the largest generation in American history until Millennials
surpassed their numbers. The Baby Boomer generation grew up during the post-war era
where several significant changes occurred. The Baby Boomer generation experienced
unique situations such as the Civil Rights movement, the assassination of public figures,
the women’s movement, student activism, and the anti-war movement (Jeffries &

17
Haunte, 2003). Baby Boomers were known for being young and impressionable
individuals and for setting the bar for their generation that hard work and diligence would
pay off in the future personally, professionally, and financially.
Baby Boomers in the workplace. Baby Boomers are the second oldest
population in the workforce and the largest generation of active workers (Gilbert, 2011).
Baby Boomers have been known for their work ethics in the workplace. Baby Boomers
believe in climbing their way up the ladder whether one had a degree or not because they
believe that experience is more valuable. Wallace (2006), stated, “The desirable work
ethics of the Baby Boomer generation included positive work ethics, positive attitudes
characterized by hard work, long hours, and loyalty to their employers” (p. 138). Baby
Boomers value time management, punctuality, longevity on the job, and stable non-
changeable working environments. Baby Boomers expect job security, recognition
rewards, and step-by-step promotions (Yu & Miller, 2005). Baby Boomers are known
for wanting to have a sense of entitlement at the workplace, authority, and formality (Yu
& Miller, 2005). Baby Boomers are not as technologically savvy, nor do some seem
interested in becoming computer literate. Baby Boomers desire “old school”
communication styles such as in person conversations, telephone conversations, and face-
to-face meetings. Baby Boomers prefer to purchase business items with a check, credit
card, money order, or cash. Paying for business items online is not appropriate in their
perspective.
Generation X
Generation X is a group named by Robert Capa in the early 1950s. He coined it
as a title for a photo essay he created about young men and women growing up after

18
World War II. Generation X members were born between 1965 and 1984 (U.S. Census
Bureau, 2006). Generation X individuals are generally known to be active, educated,
balanced, happy, and family oriented. Generation Xers are also known as the Music
Television (MTV) and video game era with hardworking Baby Boomer parents
(Tapscott, 1999).
Generation X in the workplace. Generation X employees are known to be
independent, self-sufficient, technology savvy, and self-motivated in the workplace (Yu
& Miller, 2005). Generation X is the first generation to become computer literate and
eager to complete tasks in advance before due dates (Yu & Miller, 2005). Generation
Xers have an entrepreneurial spirit, look forward to getting promoted quickly, and tend to
enjoy career challenges. Generation Xers are known to be informal and laid back.
Generation Xers are typically not in a hurry nor do they prefer to lead a group of
followers (Yu & Miller, 2005).
Generation Y
Generation Y, also known as the Millennials, Echo Boomers, and Internet
generation, were born between the years of 1980 to 2003 (Eisner, 2005). Generation Y
consists of approximately 76 million individuals within their generation and makes up
15% of the population within the workforce (Eisner, 2005). Generation Y has been
raised in an era where violence, poverty, technology, social media (Facebook, Twitter,
Instagram, etc.), and economic uncertainty are pertinent factors. Generation Y seems to
be self-sufficient and independent. Generation Y employees enjoy having flexibility and
freedom within their schedules to complete tasks at their own pace in unique ways
(Martin, 2005). Generation Y desires more of a balanced life.

19
Generation Y in the workplace. Generation Y is known for being
technologically literate and an educated generation in comparison to Traditionalist, Baby
Boomer, and Generation X generations (Lowe, Levitt, & Wilson, 2011). Generation Y
appreciates feedback; nevertheless, employees expect immediate responses and rewards
for their hard work (Lowe et al., 2011). Generation Y employees tend to have
expectations; however, they have difficulty paying their dues in the workplace. Tulgan
(2009) indicated that Generation Y employees are more challenging to manage, motivate,
recruit, and retain than any other generation in the workplace. Generation Y employees
are a generation with a high motivational drive who expect to receive financial rewards to
accommodate their personal needs immediately.
Generational Character Issues in the Workplace
Running a business is not about just making a profit. A business has to retain
good customer service and customer confidence. Leaders need to recognize the causes
behind character issues which initiate patrons to inquire or second guess one’s business
integrity, efficiency, and motivation. According to Heibutzki (2014), some of the leading
negative character issues that organizations face are: absenteeism (not coming to work
on time, calling in sick, excessive vacations); fraud and theft (stealing from the company
or customer, dishonesty); negative attitudes (gossip, bad-mouthing employees and
customers, inappropriate verbal and non-verbal gestures, not receptive to negative
feedback); reckless behavior (behavior that puts others at risk such as being intoxicated
on the job or driving the company car recklessly); and a poor fit [can’t perform job
responsibilities, laziness, abusing company time, incomplete tasks, not executing
punctuality or meeting deadlines] (Heibutzki, 2014).

20
Since the workforce is compiled of four different generations (Traditionalist,
Baby Boomer, Generation X, and Generation Y), these character issues are not just
individual issues, but they are generational concerns as well. Generational character
issues in the workplace have become an issue. Not understanding how to identify and
build awareness for different viewpoints, attitudes, needs, and expectations among
generations generates character issues in the workplace. Understanding cross-
generational differences is becoming a competitive advantage for organizations,
impacting higher productivity and individual work performance (Chester, 2002). Jenkins
(2007) indicated that the decline in work ethics from generations is one of the major
contributors to conflict in the workplace. Leaders have to address generational character
issues in the workplace. Leaders need to learn how to discern characteristics from each
generation and to generate leadership styles, solutions, and conflict management skills
that address each generation’s character issues.
Eisner (2005) indicated that a lack of understanding from each generation
influences the value systems, causes cultural confusion, and negatively impacts
organizations. For example, Generation X has been labeled as the “slacker generation”
(Jenkins, 2007). Employers often complain that younger employees are uncommitted to
their careers, work bare minimum hours, and barely complete assigned task (Jenkins,
2007). Baby Boomers are known to be hard workers; however, they demand respect
from younger employees and believe that they are entitled to dictate the work
environment (Jenkins, 2007). Generation Xers complain about managers who ignore
their feedback and have difficulty respecting employers that come off with an arrogant
authoritative approach “do-it because I said so” (O’Bannon, 2001). Generation X and

21
Generation Y employees are comfortable with authority figures and are not impressed or
intimidated by titles (Deal, 2007). Generation Y employees believe that respect is given
once it has been earned (Deal, 2007).
Communication is a prominent factor relative to character issues exhibited in the
workplace. Employees from each generation differ in their receptive approach to
constructive criticism, which leads to character issues. Jukiewicz and Brown (1998)
indicated that younger workers openly embrace feedback, whereas older employees
become insulted and offended by feedback. According to the National Business Ethics
Survey © (2009), 18% of Generation Y employees executed misconduct under the
component of discrimination, 12% of Generation X executed misconduct under the
component discrimination, and 14% of Baby Boomers executed misconduct by
discriminating against other employees. The National Business Ethics Survey © (2009)
also indicated that 8% of Generation Y observed employee privacy breaches, 12% of
Generation X observed employee privacy breaches, and 11% of Baby Boomers observed
employee privacy breaches.
Character issues, whether positive or negative, deserve to be addressed in the
workplace. Those who withhold positive character traits influence those who portray
negative character traits. Most importantly, the leader has to be abreast on how to
generate positive feedback for cross-generational employees for the betterment of the
organizations and its consumer population.
Baby Boomers Character Issues in the Workplace
Baby Boomers are known for being the strong, driven, hardworking employee.
Baby Boomers execute character traits in the workplace such as being loyal, honest,

22
integral, and formal. Punctuality is a strength for the Baby Boomer employees. Baby
Boomers believe in being respectful towards authority figures and focus on completing
tasks. Baby Boomers have difficulties with receiving constructive criticism in the
workplace, which caused issues for leaders in the past. Baby Boomers believe in paying
their dues, following the rules, and building their careers. Baby Boomers enjoy
teamwork and groups. Baby Boomers learn to climb the ladder, be diplomatic, and
execute people skills (Zemke et al., 2000). Gursoy, Maier, and Chi (2008) argued that
Baby Boomers tend to have difficulty multi-tasking, learning short cuts, and adapting to
change. Lastly, Baby Boomers are a generation that insists on entitlement, executes
optimism, and believes in business results and establishing relationships.
Generation X Character Issues in the Workplace
Generation X, also known as the “latch-key” generation, is known as the
independent, self-sufficient, and fun-loving employees (Lyons, Duxbury, & Higgins,
2005). One of the character issues Generation Xers exploit about their generation is the
ability to be loyal to their employers. Generation Xers are not as loyal as Baby Boomers
in the workplace because of their previous experiences with corporate down-sizing and
divorces (Crampton & Hodge, 2007). Generation X employees are known for their
entrepreneur spirits because of their independence and business-savvy mindsets.
Generation Xers enjoy having freedom and become disoriented and irritated over leaders
who try to micromanage and throw lines of authority at them.
Generation Xers are open to change and innovative ideas from their leaders.
Generation Xers are open-minded and susceptible to creativity. Xers exemplify
characteristics of being innovative thinkers with a more rigid work-centric approach.

23
Generation X employees bring the characteristics of being responsible, honest, and a
generation that enjoys a life-work balance. According to Ha (2006), Generation X is
looked upon as whiners and lazy employees; however, Generation X is the generation
which actually implemented the work/life balance concept. This has become very
beneficial for organizations. In all, Generation X employees have positive and negative
character issues that might have helped or hindered successful organizations.
Generation Y Character Issues in the Workplace
Generation Y employees are classified as the more challenging generation, yet
this generation is more educated and intellectual generation in the workplace. Employers
appreciate innovative thinkers who are open to change and who strive to bring growth,
positive change, and high ranking to their organization. Generation Y executes character
issues that enhance and bring hindrance to organizations. Generation Y openly welcomes
constructive criticism and look forwards to the employers’ mentorship services.
Generation Y seeks instant gratification, promotion, and monetary rewards. Generation
Y expects acknowledgement and has high respect for authority figures, especially
traditionalist leaders (Eisner, 2005). Generation Y values freedom, flexibility, and an
opportunity to grow. According to Raines (2002), Generation Y employees are
impatient, lack the appropriate skills for dealing with challenging people, and dislike
menial work. Generation Y employees have challenges working in a position for a
substantial amount of time.
Clement (2008) indicated that Generation Y has grown up with praise and
continuous recognition leaving them to be a high maintenance, fickle, and arrogant era
that speaks with a sense of entitlement. According to Burgess (2008), younger

24
employees are not loyal to their employers. Generation Y employees are technology
savvy and open to change within organizations. Due to the technological savvy era, this
leaves employers feeling as if Generation Y has difficulty with social interactions as it is
relevant to the workplace. Generation Y has a reputation for being the generation which
allows social media and cellular phones to interfere and take precedence at the
workplace. Utilizing cellular phones and social media during business hours is not only
abusing company policies, but it also takes away from the organizational productivity and
funding. According to the National Business Ethics Survey © (2009), Generation Y
employees were more likely to blog and tweet negatively about their organization. The
survey also indicated that Generation Y is more likely to find it acceptable to contain
copies of confidential work documents.
Another character issue that Generation Y portrays in the workplace is a lack of
respect for time management skills. Employers have difficulty with Generation Y
employees coming to work on time. These are all character issues that Generation Y
employees execute in the workplace. While times and companies have changed, it is
important that Generation Y employees are understood and that senior employees can
embrace the change within their organizations. Generation Y employees are growing in
the workforce, and organizations need to learn how to utilize the strengths and
weaknesses of these individuals in addition to the positive and negative character issues
executed in the workplace.
Importance of Leaders Managing Generational Character Issues
As the workforce evolves daily with trends, changes, financial ups and downs,
and conflict, it is important that one understands the importance of dissecting the true

25
issues relevant to managing cross-generational employees. In organizations, generational
conflict is a prominent factor that affects productivity. Leaders understand that it is of
concern that their employees from different generations are entering into generational
conflict led by generational character issues. This issue is causing employees to feel
discriminated against and misunderstood. Meanwhile, leaders are not equipped to
manage these issues because they do not understand the generational character issues that
are brought to the forefront of organizations. Employees are uncomfortable at work and
feel bullied, demeaned, and blatantly disrespected in the workplace. Blatant disrespect
not only causes employees to feel uncomfortable, but it also affects their ability to be
productive. Llopis (2012) indicated that there are four steps that leaders took to manage
character issues of employees from older generations:
1. The leader was an active listener [took the time out to listen to what the employee(s)
had to address, embraced wisdom] (Llopis, 2012).
2. The leader became acclimated with the employee on a personal level [had an open
door policy, didn’t exhort authority unless it was necessary to do so]. (Llopis, 2012)
3. The leader blended old and new ways [embraced differences] (Llopis, 2012).
4. The leader earned respect by being less authoritative [didn’t demand or command;
leader was respectful in the role] (Llopis, 2012).
In captivating this previous research and views on leadership, transformational
leadership, Baby Boomer, Generation X, and Generation Y employees, the researcher
took the necessary steps to do further research by conducting a quantitative study to gain
a more current perception from leaders in organizations. In the Chapter Three the
methodology is discussed and the process in which data was retrieved.

26
CHAPTER THREE: METHODOLOGY
As described in Chapter One, the purpose of this quantitative study was to
determine how leaders in organizations manage generational character issues among
Baby Boomer, Generation X, and Generation Y employees. Utilizing the theoretical
framework in the literature review, transformational leadership, this study encompassed
perceptions from theorists and leaders with previous research experience and enriched
knowledge and empirical data. Specifically, the participants shared their perceptions on
the character issue differences among Baby Boomer, Generation X, and Generation Y
employees in the workplace. This chapter describes the methods and procedures used
which includes: confidentiality of participants, research design, research questions,
selection of participants, and the sample population. In addition, the instrumentation and
data collection methods are presented. Finally this chapter discusses the data analysis of
the study.
The study addresses one research question: What is the difference in how leaders
in organizations manage generational character issues among Baby Boomer, Generation
X, and Generation Y employees? The research question leads to one null hypothesis.
The null hypothesis indicates that there are no significant differences in how leaders of an
organization manage character issues among Baby Boomer, Generation X, and
Generation Y employees. The alternative hypothesis indicates that there are significant
differences in how leaders of an organization manage character issues among Baby
Boomer, Generation X, and Generation Y employees. The research addressed the
collected data which included a demographic questionnaire and a survey utilizing the
Likert scale. The survey was administered to participants involved in the study. The data

27
measured the generational character differences perceived by leaders in organizations
throughout various organizations in the United States. The research questions also
addressed the analysis of the data in the form of the leaders’ perceptions.
Research Design
Research designs are plans and procedures for the research that span from broad
assumptions to detailed methods of data collection and analyses (Creswell, 2007). A
research design encompasses three options in designing the research study: qualitative,
quantitative, and mixed methods (Creswell, 2003). A qualitative research design explores
and dissects the meaning of individuals or groups ascribed to a social or human problem
(Creswell, 2007). In conducting a qualitative study the research process entails emerging
questions and procedures, data collected in the participant’s environment, data building
from particular to general themes, and making interpretations of the meaning of the data
(Creswell, 2007). Creswell (2003) defines the quantitative research approach as the
researcher primarily using the post posivits claims for developing knowledge and
employing strategies such as surveys and predetermined instruments that yield statistical
data (Creswell, 2003). Quantitative research also affords the ability to test objectives and
theories by examining relationships among variables (Creswell, 2008). The variables can
be measured so that numbered data can be analyzed using statistical data procedures
(Creswell, 2008). The final written report consists of a set structure including an
introduction, literature review, theory, methods, results, and a discussion (Creswell,
2008). The last research design method is mixed methods research. A mixed methods
research approach is designed to collaboratively associate the quantitative and qualitative
research designs (Creswell & Plano Clark, 2007). The mixed methods research design

28
involves a philosophical assumption in addition to a quantitative and qualitative approach
(Creswell & Plano Clark, 2007).
This study was a non-experimental correlational research design. The research
consisted of using a quantitative analysis. The purpose of using a quantitative analysis
was to test whether or not there was a direct correlation with the variables used in this
study. The researcher felt that the quantitative research approach was most suitable for
this study because this research design focuses on two strategies pertinent to this study:
surveys and experiments. The quantitative research design provided the investigator with
a quantitative and numeric description of the trends, attitudes, and opinions of the
participants of the study by studying a sample of the targeted population (Creswell,
2007). The survey research afforded the researcher the opportunity to conveniently
retrieve data through cross-sectional and longitudinal studies and questionnaires
(Creswell, 2007). The sole intent in this quantitative study was to generalize the sample
population. The experimental research afforded an opportunity to conduct a non-
experimental research design, specifically using a survey to retrieve data in this study
(Creswell, 2007).
The researcher utilized SPSS software as a tool to help measure the variables in
the study. A primary research method was used to survey the participants. This
quantitative method was used for close-ended data collection as indicated in the study
specifically to evaluate behaviors, attitudes, and perceptions of the participants (Creswell,
2003). The survey concept was derived from the 2013 Federal Employee Viewpoint
Survey©. The Federal Employee Viewpoint Survey© is a survey tool used to receive
government employee feedback on an annual basis. The survey indicates perceptions of

29
generational differences among government employees and leaders. This survey was
used in the past to understand generational employees. Permission was obtained to use
this survey (see Appendix A). Demographic information was included which
encompassed gender, age group, education, and years of experience in a leadership role.
The researcher did not compare the results of the 2013 Federal Employee
Viewpoint survey because the 2013 Federal Employee Viewpoint Survey© was primarily
for government employees. The researcher’s population consisted of leaders who worked
for non-government organizations.
Selection of Subjects
The researcher anticipated 100 participants with leadership experience in
managing Baby Boomer, Generation X, and Generation Y employees to complete the
survey. The possible participants held leadership roles throughout various organizations
in the United States. Each participant was selected through the snowball sampling
method. The snowball sampling method is defined as a technique for gathering research
through the identification of an initial participant or participants who are used to provide
the names of other possible participants. These participants themselves open possibilities
for expanding the web of contact and inquiry. The snowball sampling method has been
utilized primarily as a response to overcome problems associated with understanding and
sampling concealed populations such as the deviant and socially isolated populations
(Faugier & Sargeant, 2007).
Initially five participants were invited to take the survey by the researcher. The
researcher selected each of the five participants from several organizations throughout the
United States. Each participant lived in various states throughout the United States.

30
Each participant had experience in managing Baby Boomer, Generation X, and
Generation Y employees who worked together in the same environment within an
organization. After the participants were invited to take the survey, the researcher
emailed the SurveyMonkey link to the five participants. After that each participant took
it upon themselves to share the link with other leaders who had experience managing
Baby Boomer, Generation X, and Generation Y employees. Festinger’s (1950) classic
theory of social comparison indicated that people would use as a reference group
individuals similar to themselves in various ways, including structural position. Friedkin
(1994) indicated that people who are more structurally similar to one another are more
likely to have issue-related interpersonal communication and attend to each other’s issue
positions which can lead to them having influence on one another. Thus, all participants
in this study took the survey by logging onto the SurveyMonkey website link that was
passed along from one participant to another (see Appendix A).
The survey link was passed along to 100 people from the initial participant(s)
involved in the snowball sampling method. Out of 100 possible individuals, 66 people
agreed to participate in the survey. Out of these 66 possible participants, 43 individuals
completed the survey. Incorporating the snowball sampling method in the study limited
the access to have the anticipated number of participants due to the anonymous non-
controlled sampling technique.
The researcher executed an electronic research based survey with the participants,
which assisted in indicating whether or not there was a significant difference in how
leaders of organizations manage generational character issues among employees. The
initial steps that the researcher took before executing the electronic survey through

31
SurveyMonkey were administering a letter of participation (see Appendix B) and an
informed consent form through the domain linked to SurveyMonkey’s website. The
participants signed the informed consent form (see Appendix C), and a letter of
participation before completing the survey.
Procedures
The participants were randomly selected through the snowball sampling method.
Each participant had to meet the requirements that the researcher enforced through the
participant letter and consent form linked to SurveyMonkey. Each participant was given
a link from another participant anonymously that directly connected each participant to
SurveyMonkey. The domain to the SurveyMonkey link was created by the researcher,
which linked each participant to the survey. The snowball sampling system was
orchestrated anonymously with specific guidelines. The survey link was specific to
participants who were leaders in organizations with leadership experience in managing
Baby Boomer, Generation X, and Generation Y employees. The initial step for each
participant to complete the online survey was to agree to participate by clicking on the
link that thoroughly explained the process prior to taking the survey. The participants
were not able to go to the next steps of completing the survey unless the letter to
participate and consent form were agreed upon and signed. The participants were given
30 days to complete the survey without a reminder before the results were retrieved from
the website. The researcher provided contact information to the participants, in the event
one had questions, concerns, or needed to request a copy of the survey. The survey
included the following: letter of participation, informed consent, demographics

32
questionnaire, and Likert Scale survey questions using the Federal Employee Viewpoint
Survey© (2013) concept.
Instrumentation
This study utilized a Likert scale survey with 60 questions and a demographic
questionnaire (see Appendix D). A Likert scale is used to measure attitudes and
behaviors (Jupp, 2006). The Likert scale also uses fixed choice responses and formats
(Jupp, 2006). Likert scales do not expect a yes or no answer; however, the scale is
structured to allow participants to give an opinion or not give an opinion (McLeod,
2008). Likert scales allow quantitative data to be obtained making it easier for the survey
data to be analyzed (McLeod, 2008).
The survey tool and concept were derived from the Federal Employee Viewpoint
Survey© (2013). The survey allowed the researcher to ask closed-ended questions that
allowed the participants to indicate their perceptions and attitudes based on their
leadership experience in managing Baby Boomer, Generation X, and Generation Y
employees. The questions were directly assimilated with the characteristics that each
generation portrayed in the workplace and how those character issues surfaced in the
workplace. The demographic questionnaire was developed to investigate the
backgrounds of the participants in the study. The following information was included in
the demographic questionnaire: age range, gender, level of education, leadership style,
and years of experience.
Thus, the online survey was comprised of four sections. It was completed by 43
leaders in various organizations. The first section asked demographic information such
as gender, age range, level of education, and years of leadership experience. The, second,

33
third, and last sections were questions that addressed generational character issues among
Baby Boomer, Generation X, and Generation Y employees on a Likert scale. Each
participant was given a 30-day timeframe to complete the survey questions. After the
survey was completed within a 30-day timeframe, the investigator was able to retrieve
results.
Methodological Assumptions
The researcher used both inferential and descriptive statistical analyses in this
study. An ANOVA test in addition to a two paired t-test was run through SPSS software
because the researcher compared three groups.
Data Processing and Analysis
The SPSS computer program was used for all statistical analyses in this study.
Both descriptive and inferential statistical analyses were performed. Descriptive
statistical analyses consisted of frequencies, percentages, means, and standard deviations
for the demographic and background characteristics of the participants. In addition,
means and standard deviations were computed for the Likert scale ratings of the various
character areas rated by the leaders. Inferential analyses were then performed to answer
the research question. All inferential tests were performed using two-tailed tests and an
alpha level of .05.
The research question of this study was: What is the difference in how leaders in
organizations manage generational character issues among Baby Boomer, Generation X,
and Generation Y employees? The corresponding null and alternative hypotheses were:

34
Ho: There were no significant differences in how leaders of an organization
managed generational character issues with Baby Boomer, Generation X, and
Generation Y employees.
Ha: There were significant differences in how leaders of an organization managed
generational character issues with Baby Boomer, Generation X, and Generation Y
employees.
In order to test the null hypothesis, comparisons between the participants’
responses to the 16 leadership questions were made. The participants responded to each
of the 16 questions with respect to Baby Boomers (survey items 14 through 29), with
respect to Generation X (survey items 31 through 46), and with respect to Generation Y
(survey items 47 through 62). Then, comparisons were made between responses to
survey items 14, 31, and 47 (to determine if the workers in the three generations were
believed to differ in terms of liking informality), between responses to survey items 15,
32, and 48 (to determine if the workers in the three generations were believed to differ in
terms of respect for the organizational hierarchy), and so on up through survey items 29,
46, and 62 (to determine if the workers in the three generations differed in terms of
managing conflict well with other generations in the workplace).
Due to the fact that three groups were rated by the same participants, these
comparisons were performed using repeated-measures ANOVAs. Follow-up contrasts
were performed to compare each pair of groups when the overall ANOVA was
statistically significant. The one exception to this was for the item related to encouraging
employees younger than them to succeed on their job; it was not asked of Generation Y.
Since there were no employees younger than the Generation Y employees, they were not

35
asked this question, and therefore a repeated-measures ANOVA was not performed for
this item. Instead, a paired samples t-test was performed to compare the ratings of Baby
Boomers to the ratings of Generation X. As noted, there is alignment between the data
collected and the research questions and hypothesis.

36
CHAPTER FOUR: RESULTS
The purpose of this study was to research and understand how leaders of
organizations managed character issues among Baby Boomer, Generation X, and
Generation Y employees. The research question was: What is the difference in how
leaders in organizations manage character issues among Baby Boomer, Generation X,
and Generation Y employees? A correlational research design was used in this study to
answer this research question. In this chapter, the results from the descriptive and
inferential analyses are presented. First, descriptive statistics are presented for the
demographic and background characteristics of the sample. Then, the results from the
inferential analyses performed to answer the research question of this study are discussed,
and the chapter ends with a summary of findings.
Descriptive Statistics
Table 1 contains descriptive statistics for the participants’ demographic and
background characteristics. Most of the participants (79.1%) were female. The
participants tended to be relatively young with 48.8% between 25 and 34, 30.2% between
35 and 49, and only 20.9% between 50 and 65. The most common level of educational
attainment was a bachelor’s degree (34.9%) followed by an associate’s degree (25.6%),
and a master’s degree (23.3%), with 16.3% having a doctorate. The number of years of
experience in leadership ranged from less than one year to 32 years with a mean of 8.79
years (SD = 7.99).

37
Table 1
Descriptive Statistics for Participant Demographic and Background Characteristics
Variable N %
Gender
Male 9 20.9
Female 34 79.1
Age group
25 to 34 21 48.8
35 to 49 13 30.2
50 to 65 9 20.9
Education
Associate’s degree 11 25.6
Bachelor’s degree 15 34.9
Master’s degree 10 23.3
Doctorate 7 16.3
M SD
Years of experience in a leadership role 8.79 7.99
Inferential Statistics
The research question of this study was: What is the difference in how leaders in
organizations manage character issues among Baby Boomer, Generation X, and
Generation Y employees? The corresponding null and alternative hypotheses were:
managed character issues among Baby Boomer, Generation X, and Generation Y
employees.

38
Ha: There were significant differences in how leaders of an organization managed
character issues among Baby Boomer, Generation X, and Generation Y
employees.
In order to test the null hypothesis, comparisons between the participants’
responses to the 16 leadership questions were compared. The participants responded to
each of the 16 questions with respect to Baby Boomers (survey items 14 through 29),
with respect to Generation X (survey items 31 through 46), and with respect to
Generation Y (survey items 47 through 62). Then, comparisons were made between
responses to survey items 14, 31, and 47, between responses to survey items 15, 32, and
48, and so on up through survey items 29, 46, and 62. These comparisons were
performed using repeated-measures ANOVAs (see Table 2).
Table 2
Mean Responses to the Leadership Questions for Baby Boomers, Generation X, and
Generation Y
Baby Boomers Generation X Generation Y
Leadership Characteristics M SD M SD M SD
Like informality 3.23 1.07 3.51 .88 3.74 1.11
Respectful of organizational
hierarchy
3.98 .89 3.70 1.01 3.42 1.16
Need Supervision 3.16 1.02 3.30 1.12 3.70 1.06
Like structure 4.14 .97 3.60 1.16 3.26 1.24
Respectful to Generation Y
(or respectful to Generation X
in the case of Generation Y)
3.69 .90 3.65 .92 3.72 .80
(continued)

39
Baby Boomers Generation X Generation Y
Leadership Characteristics M SD M SD M SD
Respectful to Generation X
(or respectful to Baby
Boomers in the case of
Generation X or Generation
Y)
3.55 .99 3.88 .70 3.51 .94
Delivers loyalty to the
organization
4.19 .79 3.77 1.00 3.37 1.25
Adapts to change 3.19 1.33 3.91 1.02 4.00 .93
Communicates well with
other generations
3.49 1.01 3.79 .89 3.42 1.03
Feels a sense of entitlement
towards other generations
3.47 1.05 3.30 1.15 3.58 1.07
Able to interact with different
employees from different
generations
3.81 .98 3.81 .96 3.79 .80
Acknowledges errors at the
workplace
3.86 1.06 3.65 1.02 3.42 1.03
Comes to work on time 4.47 .55 3.65 1.09 3.23 1.21
Encourages employees
younger than them to succeed
on the job
4.07 1.01 3.79 .94 * *
Accepting to technology 3.44 1.16 4.21 .75 4.42 .66
Manages conflict well with
other generations in the
workplace.
3.67 .94 3.83 .82 3.47 1.08
Notes. *Indicates items not asked of a particular group. Items were rated on a scale from
1 = strongly disagree to 5 = strongly agree, so higher means indicate higher levels of
agreement.

40
The results from the repeated-measures ANOVAs are shown in Table 3.
Table 3
Results from Repeated-Measures ANOVAs Comparing Responses to the Leadership
Questions for Baby Boomers, Generation X, and Generation Y
Leadership Characteristics
Sum of
Squares df
Mean
Squares F p
Like informality (q14 q31
q48)
5.29 2, 82 2.64 2.34 .103
Respectful of organizational
hierarchy (q15 q32 q49)
6.70 2, 84 3.35 3.77 .027
Need Supervision (q16 q33
q50)
6.62 2, 84 3.31 3.62 .031
Like structure (q17 q34 q51) 17.04 2, 84 8.52 7.93 .001
Respectful to Generation Y
(or respectful to Generation
X in the case of Generation
Y) (q18 q35 q52)
.11 2, 82 .06 .11 .892
Respectful to Generation X
(or respectful to Baby
Boomers in the case of
Generation X or Generation
Y) (q19 q36 q53)
3.35 2, 82 1.68 2.78 .068
Delivers loyalty to the
organization (q20 q37 q54)
14.25 2, 84 7.12 10.24 <.001
Adapts to change (q21 q38
q55)
17.07 2, 84 8.54 11.64 <.001
Communicates well with
other generations (q22 q39
q56)
3.36 2, 84 1.68 3.21 .045
Feels a sense of entitlement
towards other generations
(q23 q40 q57)
1.69 2, 84 .85 .97 .382
(continued)

41
Leadership Characteristics
Sum of
Squares df
Mean
Squares F p
Able to interact with
different employees from
different generations (q24
q41 q58)
.02 2, 84 .01 .01 .986
Acknowledges errors at the
workplace (q25 q42 q59)
4.20 2, 84 2.10 2.92 .060
Comes to work on time (q26
q43 q60)
33.78 2, 84 16.89 25.54 <.001
Encourages employees
younger than them to
succeed on the job* (q27
q44)
- - - - -
Accepting to technology
(q28 q45 q61)
20.21 2, 82 10.10 14.17 <.001
Manages conflict well with
other generations in the
workplace (q29 q46 q62)
3.11 2, 82 1.56 2.93 .059
Notes. *Indicates items for which the repeated-measures ANOVA was not performed
because there were only two groups.
The differences between the leadership character issues for the three groups
(Baby Boomers, Generation X, and Generation Y) were not statistically significant for
liking informality, F(2, 82) = 2.34, p = .103, being respectful to Generation Y (or
respectful to Generation X in the case of Generation Y), F(2, 82) = .11, p = .892, being
respectful to Generation X (or respectful to Baby Boomers in the case of Generation X or
Generation Y), F(2, 82) = 2.78, p = .068, feeling a sense of entitlement towards other
generations, F(2, 84) = .97, p = .382, being able to interact with different employees from
different generations, F(2, 84) = .01, p = .986, acknowledging errors at the workplace,

42
F(2, 84) = 2.92, p = .060, or managing conflict well with other generations in the
workplace, F(2, 82) = 2.93, p = .059.
For the remaining comparisons of the three groups, the differences were
statistically significant. For being respectful of the organizational hierarchy, the ratings
of the three groups differed, F(2, 84) = 3.77, p = .027. Comparisons between the three
groups indicated that ratings of Generation Y (M = 3.42, SD = 1.16) were significantly
lower than the ratings of Generation X (M = 3.70, SD = 1.01), p = .031. This indicated
that the participants felt that Generation Y workers were not as respectful of the
organizational hierarchy as were Generation X workers.
For needing supervision, the ratings of the three groups differed, F (2, 84) = 3.62,
p = .031. Follow-up comparisons indicated that ratings of Generation Y (M = 3.70, SD
= 1.06) differed from ratings of Generation X (M = 3.30, SD = 1.12), p = .011.
Therefore, it was concluded that the participants felt that Generation Y workers needed
more supervision than Generation X employees.
For liking structure, the ratings of the three groups differed, F(2, 84) = 7.93, p =
.001. Follow-up comparisons indicated that ratings of Baby Boomers (M = 4.14, SD =
.97) differed from ratings of Generation X (M = 3.60, SD = 1.16), p = .024. In addition,
ratings of Generation X differed from ratings of Generation Y (M = 3.26, SD = 1.24), p
= .002. This indicated that Generation Y workers liked structure the least, followed by
Generation X employees, with Baby Boomers liking structure the most.
For delivering loyalty to the organization, the ratings of the three groups differed,
F(2, 84) = 10.24, p < .001. Follow-up comparisons indicated that ratings of Baby
Boomers (M = 4.19, SD = .79) differed from ratings of Generation X (M = 3.77, SD =

43
1.00), p = .013. In addition, ratings of Generation X differed from ratings of Generation
Y (M = 3.37, SD = 1.25), p = .001. These results indicated that Baby Boomers delivered
the most loyalty to the organization, followed by Generation X employees, with
Generation Y employees delivering the least loyalty.
For adapting to change, the ratings of the three groups differed, F(2, 84) = 11.64,
p < .001. Follow-up comparisons showed that ratings of Baby Boomers (M = 3.19, SD =
1.33) differed from ratings of Generation X (M = 3.91, SD = 1.02), p = .001. In
addition ratings of Generation X differed from ratings of Generation Y (M = 4.00, SD =
.93), p = .002. This indicated that Baby Boomers were least able to adapt to change
followed by Generation X workers, with Generation Y workers most able to adapt to
change.
For communicating well with other generations, the ratings of the three groups
differed, F (2, 84) = 3.21, p = .045. Although the repeated-measures ANOVAS showed
that the three groups were not equivalent, the follow-up tests did not show any
statistically significant differences between pairs of groups. This indicated that the
differences were relatively small.
For coming to work on time, the ratings of the three groups differed, F (2, 84) =
25.54, p < .001. Follow-up tests showed that the ratings of Baby Boomers (M = 4.47, SD
= .55) differed from the ratings of Generation X (M = 3.65, SD = 1.09), p < .001. In
addition, the ratings of Generation X differed from the ratings of Generation Y (M =
3.23, SD = 1.21), p < .001. Therefore, it was concluded that Baby Boomers were the
most likely to come to work on time followed by Generation X employees, with
Generation Y employees least likely to come to work on time.

44
For being accepting to technology, the ratings of the three groups differed, F (2,
82) = 14.17, p < .001. Follow-up comparisons indicated that the ratings of Baby
Boomers (M = 3.44, SD = 1.16) differed from the ratings of Generation X (M = 4.21, SD
= .75), p = .001. In addition, the ratings of Generation X differed from the ratings of
Generation Y (M = 4.42, SD = 1.08), p < .001. Therefore, it was concluded that Baby
Boomers were least accepting of technology, followed by Generation X workers, with
Generation Y workers being most accepting of technology.
Due to the fact that the item related to encouraging employees younger than them
to succeed on their job was not asked of Generation Y (since there were no employees
younger than them), a repeated-measures ANOVA was not performed for this item.
Instead, a paired samples t-test was performed to compare the ratings of Baby Boomers
to the ratings of Generation X. The result was not statistically significant, t (42) = 1.74, p
= .090, indicating that the ratings of the Baby Boomers did not differ from the ratings of
Generation X in terms of encouraging employees younger than them to succeed on their
job.
Summary of Findings
The results from the statistical analyses performed to answer the research question
of this study were presented in this chapter. The research question was: What is the
difference in how leaders in organizations manage generational character issues with
Baby Boomer, Generation X, and Generation Y employees? The null hypothesis
associated with this hypothesis was:

45
managed character issues with Baby Boomer, Generation X, and Generation Y
employees.
This null hypothesis was rejected because many differences were found in how
leaders of an organization managed character issues with Baby Boomers, Generation X
employees, and Generation Y employees. Specifically, there were substantial differences
in the leaders’ perceptions of employees in the three groups in seven areas. In five of
these areas, the older employees were judged to be superior to the younger employees:
1. The leaders felt that Generation Y workers were not as respectful of the
organizational hierarchy as were Generation X workers.
2. The leaders felt that Generation Y workers needed more supervision than
Generation X employees.
3. The leaders felt that Generation Y workers liked structure the least, followed
by Generation X employees, with Baby Boomers liking structure the most.
4. The leaders felt that Baby Boomers delivered the most loyalty to the
organization, followed by Generation X employees, with Generation Y employees
delivering the least loyalty.
5. The leaders felt that Baby Boomers were the most likely to come to work on
time followed by Generation X employees, with Generation Y employees least likely to
come to work on time.
On the other hand, there were two areas in which the older employees were
judged to be inferior to younger employees:

46
6. The leaders felt that Baby Boomers were least able to adapt to change followed
by Generation X workers, with Generation Y workers most able to adapt to change.
7. The leaders felt that Baby Boomers were least accepting of technology,
followed by Generation X workers, with Generation Y workers being most accepting of
technology.
In addition, the differences between the three groups of employees were judged
by the leaders to be small for communicating well with other generations, liking
informality, being respectful to Generation Y (or respectful to Generation X in the case of
Generation Y), being respectful to Generation X (or respectful to Baby Boomers in the
case of Generation X or Generation Y), feeling a sense of entitlement towards other
generations, being able to interact with different employees from different generations,
acknowledging errors at the workplace, managing conflict well with other generations in
the workplace, and encouraging employees younger than them to succeed on their job.
In summary, the results from this study indicated that there were some areas in
which the employees from the three generations differed and some areas in which they
did not differ. In cases in which they were judged to differ, the Baby Boomer employees
tended to be judged more favorably than the Generation X and Generation Y employees,
but there were exceptions to that trend. In Chapter Five, these results are discussed in
the context of past research, and recommendations are offered for organizational practice
and future research.

47
CHAPTER FIVE: DISCUSSION, IMPLICATIONS, AND RECOMMENDATIONS
The purpose of this study was to see if there was a significant difference in how
leaders in organizations manage generational character issues among Baby Boomer,
Generation X, and Generation Y employees. This study highlights empirical evidence to
inform leaders in organizations on how to manage character issues among Baby Boomer,
Generation X, and Generation Y employees. It is necessary to gain knowledge on how to
differentiate character issues distinctly among each generation in the workplace for the
sole purpose of employee morale and organizational performance. The study explores if
there were significant differences in how leaders in organizations manage character
issues among Baby Boomer, Generation X, and Generation Y employees. Furthermore,
the study examines if there was a relationship among Baby Boomers, Generation X, and
Generation Y character issues, portrayed in the workplace. There are several key
findings in this study. First, the research study indicates that leaders expressed that Baby
Boomer employees are the more favorable generation to work with compared to
Generation X and Generation Y employees. The results also indicate that there are
exceptions to that rule, stating that leaders perceive Generation X and Generation Y
employees to be more adaptable to change in comparison to the Baby Boomer
employees. These findings were discussed in Chapter Four and are expounded upon in
this chapter. In addition, limitations of the study, implications, findings,
recommendations for future research, and a conclusion are included.
In previous studies (Strauss & Howe, 1991), employers realized that generational
character issues had become a prominent issue in the workplace concerning employee
morale and productivity; nevertheless, there was uncertainty on how generational

48
character issues should be addressed. Studies (Strauss & Howe, 1991) indicated that
there are three prominent generations with a significant impact in the workplace which
include Baby Boomer, Generation X, and Generation Y employees. Researchers
discovered that Baby Boomers are approximately 85 million of the workforce population
and the largest cohort in the workforce (Crampton & Hodge, 2007). Baby Boomers are
characterized in the workplace as loyal to the employers and workaholics whose work
ethics were influenced by the Vietnam War and the economic prosperities of the World
War II (Crampton & Hodge, 2007). Previous research indicated that Generation X grew
up in dual-working households, which classified them as the “latch key kids.”
Generation X’s characteristics in the workplace have been identified as self-reliant,
independent, and not as loyal as the Baby Boomer generation (Crampton & Hodge,
2007). Research stated that Generation Y was raised in the MTV generation where cell
phones, IPODs, social media, and computer games were the prominent means of
communication. In the workplace, research (Strauss & Howe, 1991) stated that
Generation Y employees have a reputation of being the “trying” generation, exploiting
the patience of the older generations in the workplace such as the Baby Boomers, and
Generation X employees.
The previous patterns of answer-seeking behaviors, entrepreneurial spirit, and
need for instant feedback or gratification cause Generation Y to frequently change careers
(Wallace, 2001). Among the several challenges that leaders in organizations face are
managers who are challenged to manage cross-generational differences among Baby
Boomer, Generation Y, and Generation X employees. Researchers indicated that just as
cultural idiosyncrasies and diverse factors are important to effective leadership so are the

49
appreciation for the differences that exist in cross-generational working environments
(Crampton & Hodge, 2007).
Transformational leadership is of value to managers who have the responsibility
of leading complex work groups and organizations where their followers seek an
inspirational leader in a challenging environment; however, the followers also look for
positive motivation and growth. Bass (1985a) stated that the transformational leader
motivated followers to do more than they intended to do and often more than they
thought they were capable of doing. Bass (1985a) also stated that transformational
leaders had more committed and hardworking followers. In working with three
generations, the goal at hand in this current research was to understand how to manage
character issues among three generations. Leaders have to realize that in order to manage
the character issues among Baby Boomer, Generation X, and Generation Y employees in
the workplace, one has to gain knowledge on each generation and the characteristics
portrayed in the workplace. The transformational leadership develops the sensitive side
of the employee without the execution of generational biases.
The researcher’s goal was to identify if there were any positive or negative
correlations in how leaders perceived character issues among Baby Boomer, Generation
X, and Generation Y employees. The investigator conducted research to gather empirical
data on leaders’ perceptions of generational character issues among Baby Boomer,
Generation X, and Generation Y employees. The researcher received permission through
the 2013 Federal Employee Viewpoint Survey© to develop the concept of the questions
and used SurveyMonkey to conduct an online survey utilizing the snowball sampling

50
method to gather participants. Each participant from various organizations had to
electronically read a letter of participation and sign a consent form.
The online survey was comprised of four sections and was completed by 43
leaders in various organizations. The first section asked demographic information such
as gender, age range, level of education, and years of leadership experience. The, second,
third, and last sections were questions that addressed generational character issues among
Baby Boomer, Generation X, and Generation Y employees on a Likert scale. Each
participant was given a 30-day timeframe to complete the survey questions. After the
survey was completed within a 30-day timeframe, the investigator was able to retrieve
results. The current study identified mean score differences among three generations
(Baby Boomer, Generation X, and Generation Y employees). The results indicated that
there are significant differences among each generation. The findings for each generation
are reviewed.
Findings
Empirical research suggested that leaders in organizations agreed that Baby
Boomer, Generation X, and Generation Y employees have different character issues in
the workplace (Strauss & Howe, 1991). The generational character issues in the study
indicated that there are generational differences and similarities. The research question
was: What is the difference in how leaders in organizations manage generational
character issues with Baby Boomer, Generation X, and Generation Y employees? The
null hypothesis associated with this hypothesis was:

51
managed character issues with Baby Boomer, Generation X, and Generation Y
employees.
A repeated ANOVA test was used to analyze the results of this study.
This null hypothesis was rejected because many differences were found in how leaders of
an organization managed character issues with Baby Boomers, Generation X employees,
and Generation Y employees. For example, the study indicates that leaders felt that Baby
Boomers are more loyal compared to Generation X and Generation Y. Leaders also felt
that Baby Boomers consider punctuality, more so than Generation X and Generation Y
employees. There are also exceptions to the trend as stated in Chapter Four such as
leaders felt that Baby Boomers are the least adaptable to change and most resistant to
technology compared to Generation X, and Generation Y employees. These results are a
clear indication that there are differences in how leaders in organizations manage and
perceive generational character issues in the workplace. The most important distinction
was to see the differences and have discernment on how to realize the character issues
when managing cross-generational employees. The next section discusses the conclusion
of this study.
Conclusions
The researcher’s goal was to see how leaders in organizations managed
generational character issues among Baby Boomer, Generation X, and Generation Y
employees. As stated by previous researchers (Strauss & Howe, 1991), there are several
different character issues that each generation executes; however, some uncertainty exists
on how to fully address cross-generational character issues. In the workplace, it is the

52
goal of leaders to ensure that a comfortable, safe, productive, and profitable environment
is established. The investigator wanted to know the background knowledge of each
generation, their character traits in the workplace, cross-generational engagement,
and the most suitable leadership style to address these character issues. This study is a
clear indication that there are significant differences and exceptions to the trend of
generational character issues being portrayed in the workplace. The most important
value of this study is that leaders’ perceptions of generational character issues at the
workplace were retrieved.
The purpose of this study was to help leaders identify character issues that have
an impact on employee morale, organizational structure, cross-generational interaction,
working behaviors, attitudes, and the working environment. In evaluating previous
research (Strauss & Howe, 1991) and the results of this study, the researcher realized that
generational character issues in the workplace are important. Generational character
issues are important because an employee’s attitude, engagement with others, and ability
to be productive plays an intricate role in a successful organization. The leaders’ role is
to dissect the worth of their employees, foster a community of growing individuals, build
character through intrinsic rewards and motivation, foster cross-generational engagement,
develop their employees weaknesses, provide mentoring to their employees, and build
upon their employees’ strengths. Once a leader understands the dynamics of managing
and understanding a cross-generational team, he or she would be headed in a direction
that brings positive gains for productivity. The next section discusses the implications for
practice and recommendations for research.

53
Implications for Practice
The implications are that if leaders in organizations are better prepared for how to
manage generational character issues among the three dominant generations (Baby
Boomer, Generation Y, and Generation X employees) relevant to the workplace, the
more effective they would be at building and motivating high quality teams. Clausing,
Kurtz, Prendeville, and Walt (2003) stated that embracing diversity of a multi-
generational workforce helps foster a satisfying and rewarding work environment.
Leaders in organizations need to value differences and promote understanding relevant to
working in multi-generational environments. In doing so, understanding how to delegate
roles and responsibilities and to work out challenges among each individual and
generation fosters a cohesive working environment. Keeping the lines of communication
open and encouraging active awareness of strengths and weaknesses allow subordinates
the opportunity to engage and build strong positive working environments. At some
point, all employees are growing and changing; however, those of different generations
have different generational needs relative towards accomplishing their professional goals.
If an organization encourages consistent communication among its employees, the
organization has modeled understanding for all voices to be heard in the organization.
Orchestrating equal weight is not always the easiest thing to do; however, it is important
for organizations to understand how to gain knowledge in how to cultivate a team where
all generations feel a part of the organization’s success. The transformational leadership
style is a style that executes fairness through motivating, inspiring, and making one feel a
part of the team. Through the leader’s intrinsic leadership style the employee is pleased,
and the organization makes positive gains.

54
A few issues are of concern in the results section in how leaders of organizations
perceive each generation’s character issues. One of the issues discussed in the research is
that the participants felt that Generation Y workers are not as respectful of the
organizational hierarchy as are Generation X workers. Another issue was that Baby
Boomers are the most loyal employees in comparison to Generation X and Generation Y
employees. In those two instances, leaders of organizations should provide resources that
would assist in cross-generational character issues by encouraging personal and
professional development. Professional development brings opportunity to grow, to
understand multi-generations in the workplace, and to provide opportunities for
advancement and recognition. These examples lead into the final section of this study
regarding recommendations for future research.
Future Research
The intent of this study is to establish a foundation on how leaders in
organizations manage generational character issues among Baby Boomer, Generation X,
and Generation Y employees. The theoretical frame (Transformational Leadership
Theory) used in this study was selected to connect the variables which were generational
character issues among Baby Boomer, Generation X, and Generation Y employees (Bass,
1985a). After evaluating the methodology, findings, and empirical data presented, there
are a few recommendations that allow room for expounding on how leaders manage
character issues among Baby Boomer, Generation X, and Generation Y employees.
The first recommendation is to do a study which elaborates on the perceptions of
leaders through a mixed-methods research approach versus a quantitative research
approach. Incorporating a mixed-methods approach allows the researcher to have open

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