Strategies for Leadership Styles for Multi-Generational Workforce
Ahmed Al-Asfour
Oglala Lakota College
Larry Lettau
National American University
The workforce in the United States has been divided into four distinct groups, which are identified as
generations. Each generation has developed a set of values and attitudes that are different from one
another. Leaders in various organizational settings should understand these generational differences in
order to be more effective in leading a multigenerational labor force. In this study, the authors reviewed
literature related to this topic and examined each generation’s characteristics, lifestyles, values, and
attitudes. The conclusion from this study is that generational differences are legitimate diversity issues
that organizations need to recognize and understand.
INTRODUCTION
The workforce in the United States (U.S.) is more diverse than ever. Generational diversity in the
workplace has prompted professionals and scholars to debate how to lead organizations whose employees
have vastly different generational experiences. Each of these generations is a cohort with similar values,
attitudes, and beliefs, which can affect the way in which organizational leaders lead their employees.
There is no question that there are real differences, misunderstandings, and other unfortunate tensions
between and among employees that have been raised in different eras (DiRomualdo, 2006). As more
generations join the workforce, it will continue to be a necessity for leaders to understand how to
effectively lead these different generations (Yu, 2005). There is a need, therefore, for research in this area
to examine each generation, and for leaders to leverage research findings and apply them in their
organizations.
The literature available in the area of generational diversity in the workplace is minimal. However,
there has been an increase in research to better understand intergenerational diversity in the workplace
(Legas & Sims, 2011). It is the objective of this paper to explore the management dilemma that exists in
the workplace and to enrich the literature in the area of leadership and multi-generational workforce
interactions. Furthermore, the researchers of this paper aim to describe various leadership styles
appropriate to each generation’s characteristics and behavior, which leaders can utilize in their
organizations. The literature review presented in this study was designed to illustrate the need for more
research in the area of generational diversity and the importance for leaders to recognize the diversity of
different cohorts in order to address this growing phenomenon in the workplace.
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THE U.S. GENERATIONS
For the first time, the U.S. has four generations of people working alongside one another (Haynes,
2011). Researchers such as (Arsenault, 2004; Crampton & Hodge, 2009; & Haynes, 2011) have indicated
that, due to changing demographics in the U.S., there are four generations in the workplace. Further, it has
been the general agreement among many experts that the U.S. workplace is changing and becoming
divided into cohorts (Crampton & Hodge, 2007). Each generational cohort shares a common social,
political, historical, and economic environment that distinguishes them from one another (Williams &
Page, 2011).
Before discussing the four generations in the workforce, it is important to note that there is some
disagreement among researchers surrounding the birth dates for each generation (Kapoor & Solomon,
2011). This article uses the four different generations identified by Zemke, Raines, and Filipczak (2000),
which are: Veterans (1922-1943), Baby Boomers (1944-1960), Generation X (1961-1980), and
Generation Y (1981-2001). There are different names that refer to each generation. For example, Veterans
are also referred to as Silent, Traditionalists, Roaring Twenties, Depression babies, and World War II
generation. Baby Boomers are also referred to simply as Boomers. Generation X is also referred to as the
Baby Bust generation. Finally, Generation Y is also referred to as the Millennial, Baby Boom Echo, and
the Nexters (Dwyer, 2009; Hammill, 2005). These four generations could have different expectations and
requirements due to their age differences (Hammill, 2005). Hence, it is important to study them closely.
Importantly, a lack of understanding of these generations has prevented organizations from capitalizing
on the strengths of their employees (Arsenault, 2004). Table I shows each generation’s birth years, core
values, and defining moments.
TABLE 1
THE U.S. WORKFORCE GENERATIONS
Generations
Birth years
Core values
Defining moments
Veterans
1922-1943
Dedication, hard work
The Great Depression,
respect for authority
the Second World War;
Lindbergh, FDR
Baby Boomer
Generation X
Generation Y
1944-1960
1961-1980
1981-2000
Optimism, personal
JFK, civil rights and
gratification and growth
women’s movements
Diversity, techno-literacy
Oil embargo, embassy hostages,
fun, informality
AIDS
Optimism, civic duty,
Terrorism, Oklahoma City
confidence, achievement
bombing
Source: Zemke, Raines, and Filipczak (2000)
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LEADERSHIP & GENERATIONAL DIFFERENCES
Generational differences in organizations inhibit the transfer of crucial information from managers in
leadership positions to entry-level employees. This can be attributed to differences in the values, attitudes,
and beliefs of each generation. How leaders view generational differences, and how each generation
views their leaders can also cause problems in the workplace (Zemke et al., 2000). This manifests itself
into a need for different leadership styles. Zemke et al. went further by indicating that different leadership
styles are needed in order to lead in an atmosphere of generational diversity. In table II, their proposed
style for each generation is explained. Furthermore, Davenport and Prusak (2000) suggested that there is
no uniform style of leadership. In effect, successful leaders will need to adapt their leadership styles to
meet their subordinates’ needs.
Meredith, Schewe, and Hiam (2002) stated that these differences, referring to values, attitudes, and
beliefs, require leadership styles that are flexible and able to adapt to all of the generational differences.
The applied leadership style should include a structure for “veterans that emphasizes delegation, an
individualist approach that values self-expression for Baby Boomers, an excitement style that makes Xers
feel like change agents, and a team objective that is relevant to Nexters’ values of accomplishing greater
societal and corporate goals” (Arsenault, 2004, p.129). A short and summarized explanation of the
preferred leadership style of each generation is discussed in table II and subsequently further discussions
followed for leadership for each generation.
TABLE 2
LEADERSHIP & GENERATIONAL DIFFERENCES
Generation
Preferred leadership style
Veterans
Tend toward a directive style that is simple and clear. Rationale for this style is
that the Veterans were men who were loyal to the organization. Within each
organization there was a clear well-defined hierarchy with very formal, militarylike relationships. Authority was highly respected.
Prefer a collegial and consensual style. Passionate and concerned about
participation and spirit in the workplace. They espouse lots of communication,
sharing of responsibility, and respect for each other’s autonomy. Baby Boomers
despise the traditional hierarchy and make every effort to turn the hierarchy
upside-down.
Tend to be fair, competent and straightforward. Do not respect authority as did
past generations, as they prefer egalitarian relationships. Like to be challenged
and thrive on change. Brutal honesty is a trademark of this generation.
Prefer a polite relationship with authority. Like leaders who pull people together.
Believe in a collective action and a will to get things changed.
Baby Boomers
Generation X
Generation Y
Source: Zemke et al. (2000)
Leadership of the Veterans’ Generation
People in the Veterans’ Generation (a.k.a. G.I. Generation, The Great Depression and WWII
Generation, Senior and/or Traditionalists) were born between 1922 and 1943 and are between the ages of
71 and 92 as of 2014. Most were children during the Depression era and experienced traumatic times,
economic strife, and high unemployment rates. As young adults during WWII, their lives began with high
expectations, which were eventually shattered by the war. This generation has witnessed radical social,
economical, and technological changes, including threats by the Germans and the Japanese. In terms of
their characteristics, lifestyles, and attitudes, members of the Veterans’ Generation are considered to be
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conservative and less materialistic as they become older (Fishman, 2004; Williams & Page, 2011). This
generation has intense loyalty to their employers, provides consistent performance, has strong work ethic
values, and strives for the betterment of their organizations before worrying about their own successes or
failures (Macon & Artley, 2009).
To lead this generation, leaders should be clear through command-and-control management and use
formal communication means such as memos (Hammill, 2005).The Veterans’ Generation prefers leaders
who provide feedback on a “need-to-know basis” (Crampton & Hodge, 2007, p.17). Trust and respect for
authority are key components between leaders and this generation. Salahuddin (2010) described the
leadership style for this generation as direct command-and-control. Salahuddin also indicated that
“Veterans do not think there should be equality among the members of a team” (p.3). This generation
likes to take charge, delegate, and have a stake in the decision making process. DiCecco (2006) stated that
the ideal leadership style for this cohort is directive, logical, and consistently fair to all team members.
Using agents of change is an imperative part of the leadership strategy for the Veterans to be included
and transformed in the future work environment. One of the keys to the integration of change into
corporate culture is through discovering how to communicate with the different generations as a tool to
defuse and resolve major confrontations and misunderstandings in the workplace (Hammill, 2005).
Another salient point expressed in the literature employs communication through mentorship. The
Veterans as well as the Baby Boomers make great mentors for Generations X and Y (Gursoy, Maier, &
Chi, 2008; Kapoor, & Solomon, 2011; Mikitka, 2009). A good mentorship program uses older Veterans
and Baby Boomers to “show the ropes” to, and improve the best practices of, Generations X and Y. At the
same time, communication flows back to the Veterans and Baby Boomers from Generations X and Y in
the form of computer technical support and tips for social media engagement. The aforementioned
arrangement inside the work environment is known as “appreciative inquiry” (Gursoy et al., 2008; Mann,
2006).
Even though this workforce generation is above 70 years of age, a significant number of these
individuals remain employed. Empirical evidence from (Smyer & Pitt-Catsouphes, 2007; Templer,
Armstrong-Stassen, & Cattaneo, 2010) concludes that three categories of Veterans remain at work: (a)
those who have a financial need to work, (b) those who really enjoy work, and (c) those who fit both the
aforementioned categories. The area of reward management needs to be revamped in order to retain and
attract older workers. Typical compensation systems follow the conventional wisdom form that some
financial incentive will motivate all employees (Al-Asfour, 2012; Templer et al., 2010). On the other
hand, the older Veterans simply enjoy teamwork as an avenue to seek a short-term increase in selected
social relationships triggered by the Socio-Emotional Selectivity (SOC) theory (Kooij, Jansen, Dikkers, &
De Lange, 2010). Stated another way, older workers tend to hold a firm association with short-term social
rewards over long-term rewards, particularly given their perception that the long-term is less important as
a satisfaction goal.
The Society for Human Resource Management (SHRM), (2004) recommended two important
leadership strategies that do work for this generation:
• Gain their confidence by demonstrating compassion and understanding; and
• Create positive working relationships by gaining trust and respecting their experience without
being intimidated by it.
Even though the Veterans’ generation numbers are decreasing in the workforce due to retirement,
many companies such as Sam’s Club and Wal-Mart continue to hire them for part-time jobs. This is
apparent when visiting any outlet of these two companies. Employees of this era strive to do what is best
for their organizations and leaders take these values as an opportunity to continue leveraging this
generation (Macon & Artley, 2009). The literature, although somewhat sparse, does reflect the crossover
effect from the one cohort to the next through the appreciation of a lifelong love for movies, music, and
various life-changing events recorded in the annals of history (Gibson, Greenwood, and Murphy Jr, 2011;
Murphy Jr, Gibson, Greenwood, 2010).
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Leadership of the Baby Boomers’ Generation
The Baby Boomers (a.k.a. Boomers, Me Generation, Baboo, Love Generation, Woodstock
Generation, and Sandwich Generation) were born between 1944 and 1960 and are between the ages of 54
and 70 as of 2014. This generation was born during a time of dramatically increased birth rates between
the end of WWII and 1960. They value individualization, self-expression, and optimism. In terms of their
values, attitudes, lifestyles, and characteristics, the majority of the Baby Boomer generation has shown
that they are workaholics and driven by their career goals (Williams & Page, 2011). Williams and Page
described this generation as self-centered, suspicious of authority, family-oriented, and view health and
wellness as very important.
Leadership of the Baby Boomer cohort does, in many ways, parallel that of the Veterans. However,
Arsenault (2004) found through an extensive qualitative study that Baby Boomers manifest a unique
persona. This persona is the foundation for a propensity for Baby Boomers to be attracted to leadership
with caring, competent, and honest characteristics. The Baby Boomers held a strong admiration for, and
attachment to, leaders of their generation such as Martin Luther King and Gandhi (Arsenhault, 2004). The
same persona leads them to display ire when leadership engages in immoral or less than honest activities
such as the Clinton Whitehouse scandal (Arsenhault, 2004). The disappointment of Baby Boomers over
headlines of leadership wrongdoings is supported in another qualitative study by Gibson, Greenwood, and
Murphy Jr (2011). These findings show that Baby Boomers share instrumental values of honesty and
responsibility with Generation X and Generation Y but on terminal values by generation, self-respect
ranked number three among the Baby Boomer cohort (Gibson et al, 2011). Kapoor and Solomon (2011)
indicated that the Baby Boomers are “attached to an environment that values and respects their life
experiences and capabilities” (p.314).
Challenges for leadership of the Baby Boomers generation stem from the fast pace of changes in
technology. Given that the Baby Boomers did not grow up with computers at an early age, they tend to
resist new computing skills and operations. Often they seek very detailed and specific instructions for the
completion of a task (Gursoy et al., 2008). This bridge and workplace solution is achievable through
younger generations sharing technology expertise with the Baby Boomers (Stround, 2010). Mentoring is a
good tool to be used to lead this generation. In general, mentoring opens opportunities for the older
generations to impart years of knowledge to the younger generations, while the younger generations
mentor the older generations with regard to technology. Mentoring, coupled with job shadowing, creates a
bridge to gap the generational differences through communication that strengthens all generations
(Simoneaux & Stroud, 2010). The delivery of the two-way mentoring and sharing of information must
accommodate the Boomers who do not like to work independently. They expect to have meetings at any
time and any place. This differentiates the Baby Boomers from other generations such as Generation X
(Gursoy et al., 2008; Hammill, 2005; Mikitka, 2009; Simoneaux & Stroud, 2010).
The Baby Boomers’ generation also prefers to be treated equally, which requires a leadership style
that is collegial and consensual. Boomers believe in the participative style of leadership and involvement
in the decision making process. Because Veterans and Baby Boomers have a high respect for authority
within their organization, traditional hierarchy-based approaches to leadership should be used with this
generation (Crampton & Hodge, 2007). Even though this generation respects traditional hierarchy, it
makes every effort to turn the hierarchy upside-down and participate in organizational decision-making
(Zemke et al., 2000). However, when Baby Boomers achieve leadership positions, many of them do not
espouse a participative leadership style in regard to the other generations (Salahuddin, 2010).
SHRM (2004) recommended some examples of leadership strategies that have worked for this
generation which include:
• Support a work/life balance;
• Show appreciation for their energy and hard work;
• Approach them with respect for their achievements;
• Employ a leadership style that is collegial and consensual;
• Offer opportunities to serve as a coach as part of the change process;
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•
•
Challenge them to contribute, as part of a team to solve organizational problems; and
Involve them in participating in the organization’s direction and implementation of change
initiatives.
Crampton and Hodge (2007) have also documented that Baby Boomers prefer a leadership style that
is collegial and consensual. Those that lead and work alongside them must respect their style. On the
other hand, Generation X tends to thrive in an environment of honest and direct work processes. In
addition, this generation wants to be rewarded for its dedication and likes to provide feedback to its
leaders through participation and reflection of different decision-making situations within their
organization. The United Nations Joint Staff Pension Fund (n.d.) identified that transformational
leadership is an ideal style for this generation. Leadership can develop tools that set the stage for
productive coexistence for both the Baby Boomer and the Generation X workers.
Leadership of Generation X
Generation Xers (a.k.a. Baby Bust, Why Me Generation, Slackers, and the Latchkey Generation)
were born between 1961 and 1980 and are between the ages of 34 and 53 as of 2014. The characteristics,
lifestyles, and attitudes of this generation include balancing family, life, and work. They are less
traditional than previous generations and tend to think more progressively (Williams & Page, 2011). With
Generation X, multiculturalism and thinking on a global scale have become the norm as they were raised
with more computers, experienced the rise of the Internet, and produced the 1990’s dot.com stars.
Generation X’s focus on family/life/work balance is a result of their latchkey existence growing up with
Baby Boomer parents. Given that Generation X grew up with computers in the home, technology is a
great training tool to empower them to realize a greater balance between family, lifestyle, and work
(Crampton & Hodge, 2007).
Many underlying differences in generations in the workplace originate from the generational view of
the most admired leaders for that particular cohort. The X Generation is no different in its view of
historical leaders, music preference, movies choice, and national/international events of the past seventyfive years (Arsenault, 2004). Arsenault’s study included a list of the most admired historical leaders for
Generation X. Among them are Ronald Reagan, Nelson Mandela, and Bill Gates. Arsenault (2004) also
revealed that through generational ranking of admired leadership traits, Generation X ranked
determination in third place above the fifth place ranking by Veterans and Baby Boomers. Perhaps the
determination exemplified by Reagan during his sweeping changes to reduce taxes and reduce the size of
government, while working in an environment of a Democrat-controlled Senate and House, provided an
example of an egalitarian style that inspired Generation X to follow their core values and ambitions. A
highly admired leader, Bill Gates, changed the landscape of computer software and its association with
hardware throughout the computing world. The Generation X cohort tends to thrive in a work setting that
affords them the opportunity to promote socially-important interactions with supportive colleagues
(Benson & Brown, 2011; Wallace, 2006).
Generational leadership literature supports the concept that the workplace is constantly evolving and
changing. Leaders attempting to create an atmosphere of cohesive worker productivity, with regard to the
Generation Xers, may do well to promote a fun and informal workplace (Gibson et al., 2011; Patota,
Schwartz, & Schwartz, 2007). A shift in workplaces to become less hierarchical and less formal has
forced the relationships between employers and employees to become increasingly short-termed and
transactional. Currently, Generation X has been replacing the retiring Baby Boomers (Dwyer, 2009;
Tulgan, 2004). Individual careers have become much more fluid and self-directed. A new leadership
approach to Generation X needs to be progressively focused, employee-centered, and collaborative to fit
the needs of the generational gap (Dwyer, 2009).
Traditional approaches to leadership styles are not recommended for Generation X. Suggestions for
leading this generation includes: stressing that leaders want them to have a life, communicating upcoming
dramatic organizational changes, focusing on the importance of training and development, and
Journal of Leadership, Accountability and Ethics vol. 11(2) 2014
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highlighting the importance of a learning inventory at the end of each day (Lewis, 2005). Leaders’ typical
comments about Generation X are as follows (American Institute of Architects, 2006):
• They ask why;
• They want things now;
• They are not committed;
• They do not respect authority;
• They are unwilling to “go the extra mile”; and
• They are far more interested in things other than their jobs.
American Institute of Architects (2006) suggested some strategies for leadership of Generation X,
these suggestions include:
• Diversity;
• Exploration;
• Experimentation;
• Team-based management;
• Team and individual credit;
• The idea is the power, not the person; and
• Showing a path of career opportunities.
SHRM
include:
•
•
•
•
•
•
•
(2004) also recommended some leadership strategies that do work for this generation, which
Tell them the truth;
Offer mentoring programs;
Clearly identify boundaries;
Offer learning opportunities;
Honor sense of work/life balance;
Respect the experiences that have shaped their beliefs and thinking; and
Clearly communicate that repetitive tasks and quality checks are part of the job.
Generation Xers prefer a leadership style that is fair, competent, and straightforward. The Xers
believe in bringing the “masses to the decision-making process” (Salahuddin, 2010, p.4). This generation
is more cynical about life when compared to the two previous generations. To lead this generation,
leaders must understand the characteristics and preferences of leadership styles and strategies discussed
herein. Because the Baby Boomers are retiring, Generation X is increasing its domination in the
workforce followed by Generation Y, which is also increasing its share in the labor market. If Generation
X is the “me generation”, Generation Y might be called the “why me” generation. These two generations
are the most technologically savvy generations in the workforce.
Leadership of Generation Y
People in Generation Y (a.k.a Gen Y, Millennials, Echo Boomers, Why Generation, Net Generation,
We Generation, Nexters, Ne(x)t Generation, Nexters, and iPod Generation) were born between 1981 and
2000 and are between the ages of 14 and 33 as of 2014. This generation grew up in a time of immense
and fast-paced changes. These changes offered full-time employment opportunities for both parents and
significant respect for ethnic and cultural diversity including social awareness, social justice, computers
and internet use, home, school, and work. The Generation Y is self-absorbed, self-reliant, and has a strong
sense of independence and autonomy (Williams & Page, 2011). Further, Generation Y individuals are
described as image-driven and they make personal statements of their own accomplishments, as they are
highly motivated towards their perceptions of success. Williams and Page (2011) described important key
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values for this generation: choice, customization, scrutiny, integrity, collaboration, speed, entertainment,
and innovation.
Leadership for Generation Y is similar to that of Generation X. However, scholars in the field tend to
recommend an emphasis on continuous and instant feedback, as this generation expects instant and timely
feedback on work that they do. A polite relationship with authority should be encouraged by leaders to
use in leading this cohort. The U.S. Department of Commerce (2011) made the following
recommendations for leaders to lead this generation:
• Leaders to use e-mail as a primary communication tool;
• Ask them for their feedback and provide them with regular feedback;
• Use an information communication style that emphasizes the positive;
• Share information with them on a regular basis and keep them in the communication loops;
Additional strategies for leading Generation Y provided by (Allen, 2004; Verret, 2000) include:
• Make the workplace fun;
• Let them know that what they do matters;
• Praise them in public-make them a “star”;
• Be on the lookout for “rewarding opportunities”;
• Tell them the truth –don’t try to pull the wool over their eyes;
• Learn their “language” and communicate in terms that they understand;
• Be flexible, challenging, creative, and empowering in your management style; and
• Establish comfortable work environments, flexible work hours and project-centered work
rather than function-based responsibilities.
SHRM (2004) made additional recommendations:
• Offer mentoring programs;
• Provide structure and strong leadership;
• Be clear about expectations and long-term goals; and
• Take time to orient with respect to the organization’s culture.
SHRM (2004) also suggested additional recommendations for leading both Generations X and Y.
They recommended that leaders be honest with their employees, clearly identify boundaries, offer them
mentoring programs, communicate clearly, be clear about expectations, offer them learning opportunities,
and provide timely constructive feedback. While these recommendations should be used with all
generations, Allen (2004) suggested that they are highly encouraged with Generation Y as they admire
leaders with these characteristics and values. The next and final generation is Generation Z.
Leadership of Generation Z
People in the Generation Z (a.k.a Generation 9/11 and Generation XD) were born between 2001 and
the present time. This generation is the incoming generation to the workplace. Williams and Page (2011)
described the characteristics, lifestyles, and attitudes of this generation as “new conservatives embracing
traditional beliefs, valuing the family unit, self-controlled, and more responsible” (p.10). This generation
never lived without the Internet and is very tech savvy. Williams and Page (2011) indicated that
Generation Z believes that they can impact the world and they are a quite imaginative generation.
Because this generation has not entered the workplace yet, we cannot determine for certain the leadership
style that maybe appropriate for this generation. However, we can speculate that this generation will not
be too far from Generation Y. The United Nations Joint Staff Pension Fund (n.d.) classified Generations
Y and Z as similar in two areas: expectations of career planning and using a mix of different learning
styles. Hence, we can assume that the leadership style used for Generation Y will likely be acceptable and
effective with Generation Z.
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SUMMARY
Each generation is shaped by its experiences, which brings a variety of strengths to the workforce.
Spiro (2006) stressed the importance of creating a work environment that meets the needs and
expectations of all employees, regardless of their generation. Issues relating to the economy, scientific
progress, technology, politics, social change, and other factors have an immense impact on each
generation in shaping its views and the characteristics of their working environment (Williams & Page,
2011). Because of these differences, leaders are encouraged to learn and understand these factors to better
lead each generational cohort.
Much of the reviewed literature in this study focused on the different generations in the workplace
and leadership styles. Each generation has its own unique values and views that are associated with the
era in which they were raised. These differences are apparent in the literature discussed in this article and
often lead to clashes between employees, managers, and leaders. What some leaders might view as
inappropriate, employees, depending on their generation, might view as appropriate. Therefore, leaders
need to understand the best way of leading people based on their generation and other diversity factors.
This article highlights the characteristics of each of the four generations currently in the workforce, as
well as a brief discussion of the generation newly entering the workforce, Generation Z. Moreover, the
primary focus of this paper is to describe and to recommend strategies that may be appropriate to use for
leadership with each generation. Being sensitive to the various generations will help leaders to become
more conscious of, and responsive to, their followers’ needs and behaviors.
RECOMMENDATIONS
Leading multi-generational organizations requires leaders to use different leadership styles. This may
lead to treating employees differently, which could cause legal ramifications for employers. Fortunately
though, Crampton and Hodge (2007) found that “there are a few problems associated with supervising
generational differences” (p. 21). The academic literature suggests that leaders need to “adjust” their style
of leading in order to become more effective leaders. Adjustments are recommended as long as it does not
lead to favoritism or discrimination of employees based on their generational cohort. Adjusting leadership
styles and strategies to lead each group requires the leaders to understand the four U.S. generations
currently in the workforce: Veterans, Baby Boomers, Generation X, and Generation Y. It should be noted
that a leadership style used with the Veterans’ generation could be applicable to the Baby Boomers
especially if they are born on the cusp of either generation (Arsenault, 2004). Aresenault referred to
individuals born on the edge of two generations as “tweeners” (p.125). This is because of the proximity to
the other generation.
Leaders should review their organizations’ overall policies and procedures and include any factors
that may affect employee performance. Asking employees from all generations to participate in this
process is crucially important, especially if an organization is experiencing some generational problems.
Because leaders tend to be older than their employees, leaders must understand that younger generations
want clear direction and constructive feedback on their performance on a constant pace. Crampton and
Hodge (2007) indicated that implications of multi-generational differences on general management
practices have not been fully understood. Hence, more research into leadership styles of different
generations is needed. Because Generation Z is beginning to enter the workforce, it also needs to be
examined by researchers and leaders in the field of social science. A part of leaders’ responsibilities is to
leverage employees to increase their productivity. Leveraging generational diversity and creating an
environment in which leaders form constructive employee interactions and using their differences to
strengthen organizational goals should be the ultimate objective.
It is also recommended that senior leaders develop new and innovative methods of training and
developing new leaders to lead multi-generational organizations. Encouraging employees to work with
one another by developing training teamwork models will help employees understand how to leverage
each other’s skills. This can be done by discussing with employees their generational differences and
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looking for solutions to overcoming them during the training and seeking ways to increase collaboration
and communication. Developing training models can be a challenging task; however, the benefits of such
can overcome the cost. Organizations, in the end, have one ultimate goal: to maximize the creativity and
productivity of their employees in order to meet the needs of the organization for the benefit of
stakeholders and stockholders.
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