Relevant bibliographies by topics / Intergenerational workforce

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Intergenerational workforce'

Author: Grafiati
Published: 7 June 2025
Last updated: 26 June 2025

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Journal articles on the topic "Intergenerational workforce"

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Wieck, K. Lynn. "Motivating an Intergenerational Workforce." Orthopaedic Nursing 26, no. 6 (2007): 366–71. http://dx.doi.org/10.1097/01.nor.0000300948.88494.9b.

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&NA;. "Motivating an Intergenerational Workforce." Orthopaedic Nursing 26, no. 6 (2007): 372–73. http://dx.doi.org/10.1097/01.nor.0000300949.96117.d9.

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Smoke, Marcia, Courtney Patterson, and Tom Farrell. "The Intergenerational Radiation Therapy Workforce." Journal of Medical Imaging and Radiation Sciences 45, no. 2 (2014): 186. http://dx.doi.org/10.1016/j.jmir.2014.03.085.

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Dols, Jean, Peggy Landrum, and K. Lynn Wieck. "Leading and Managing an Intergenerational Workforce." Creative Nursing 16, no. 2 (2010): 68–74. http://dx.doi.org/10.1891/1078-4535.16.2.68.

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Focus group discussions with four generations of staff nurses identified five themes that participants believed must be addressed in order to make the current work environment a desirable place to conduct their careers as nurses. These themes are: transitioning from student to nurse, managing difficult staffing conditions, maintaining morale, dealing with safety matters, and building relationships that enhance teamwork. Manager challenges are discussed in relation to each theme and suggested leadership strategies are offered.
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Baran, Małgorzata, and Monika Kłos. "Managing an intergenerational workforce as a factor of company competitiveness." JOURNAL OF INTERNATIONAL STUDIES 7, no. 1 (2014): 94–101. http://dx.doi.org/10.14254/2071-8330.2014/7-1/8.

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Wieck, K. Lynn, Jean Dols, and Peggy Landrum. "Retention Priorities for the Intergenerational Nurse Workforce." Nursing Forum 45, no. 1 (2010): 7–17. http://dx.doi.org/10.1111/j.1744-6198.2009.00159.x.

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Guérin-Marion, Camille, Ian Manion, and Heather Parsons. "Leading an intergenerational workforce: an integrative conceptual framework." International Journal of Public Leadership 14, no. 1 (2018): 48–58. http://dx.doi.org/10.1108/ijpl-11-2016-0046.

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Purpose The purpose of this paper is to propose a framework for understanding the particular issues associated with leading an intergenerational workforce. It presents promising strategies in the areas of talent management, decision making and internal communication to maximize the strengths and minimize the potential challenges of such a workforce. Design/methodology/approach This conceptual paper blends a review of descriptive research on generational differences and commonalities in work needs and preferences together with practice-based implications for management and organizational leadership. Findings A conceptual framework highlights generational issues as both individual- and organizational-level variables to be considered by leaders, and proposes that intergenerational leadership should strive toward achieving a balance between meeting individual and organizational needs. Specific management activities and approaches highlight opportunities for leaders to address generational needs, while paying attention to both commonalities and differences across generations, and create a positive intergenerational work environment. Originality/value No clear conceptual framework or model currently exists to help understand and organize the similarities and differences in needs and preferences across generations in a workforce. The paper also offers a series of practical recommendations for organizational leadership based on the proposed framework.
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Burmeister, Anne, Andreas Hirschi, and Hannes Zacher. "Explaining Age Differences in the Motivating Potential of Intergenerational Contact at Work." Work, Aging and Retirement 7, no. 3 (2021): 197–213. http://dx.doi.org/10.1093/workar/waab002.

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Abstract Understanding the effects of intergenerational contact at work is important given aging and increasingly age-diverse workforces. The aim of this research was to better understand who derives motivational benefits from intergenerational contact, and the processes by which this occurs. To do so, we adopted a motivational lens grounded in need-based theories of work motivation and lifespan development theory. We argue that the motivating effect of intergenerational contact on work engagement via sense of belonging is more pronounced for older compared with younger employees due to changes in goal priorities across the lifespan. Specifically, we posit the generativity motive and perceived remaining time at work as lifespan-related mechanisms that explain the moderating effects of age on the links between intergenerational contact and work engagement. In Study 1, a laboratory experiment with 45 younger and 45 older participants in Switzerland, we found support for a causal effect of intergenerational contact on sense of belonging. In Study 2, a three-wave field study with 560 employees in Germany, we found that sense of belonging mediated the relation between intergenerational contact and work engagement. Furthermore, perceived remaining time at work explained the moderating effect of age on the link between sense of belonging and work engagement. By highlighting age differences in the motivating potential of intergenerational contact, we advance research on intergroup contact, employee motivation, and workforce aging.
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Aust, Mary Pat. "The Nurse Manager's Guide to an Intergenerational Workforce." Critical Care Nurse 33, no. 2 (2013): 88. http://dx.doi.org/10.4037/ccn2013747.

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Radulescu, Madalina Mirela, Valentina Mihaela Ghinea, and Ramona Cantaragiu. "Intergenerational gap dynamics." Proceedings of the International Conference on Business Excellence 12, no. 1 (2018): 829–42. http://dx.doi.org/10.2478/picbe-2018-0074.

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Abstract Diversity, sustainability and change are words nowadays commonly encountered in business practice and theory. Businesses face multiple challenges in regards to complexity, innovation, creativity, digitalization and out of the box thinking. However, what underlies these challenges is dealing with a very diverse workforce comprised of multiple generations with very different takes in regards to employment, career development, team work, authority and many other organizational aspects. Basically, business continuity nowadays depends in a large degree on the ability to manage the workforce comprised of employees belonging to the Silents, the Baby Boomers, Generation X and Generation Y, and to prepare for the entrance on the labor market of Generation Z, the first generation that grew up in the digital world. Classification into generations is not without its contestations, but it continues nonetheless to be an important determinant of the way in which businesses design their human resources strategies. Based on a quantitative survey of the opinions of employees from various backgrounds in regards to intergenerational dynamics and conflicts, the present research uncovers the relevancy of the classification into generations for the human resources practices. The research also provides an insight into the main challenges that arise from the existence of differences in the points of view of these four main generations and concludes with a series of recommendations for human resources managers and leaders in general. The article’s innovativeness lies in the fact that it emphasizes the need for the development of human resources strategies which take in consideration all the generations in an equal manner, thus criticizing the current trends in human resources practice which rely on the development of programs specifically targeted to certain generations.
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Dissertations / Theses on the topic "Intergenerational workforce"

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Ellerbrock, Gabrielle. "Intergenerational Ontology & Leadership| Uniting the Multigenerational Workforce." Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10607807.

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<p> The multigenerational workforce offers a wide landscape of knowledge and successful practices that can propel organizational success. Currently, however, only 20% of organizations have a formal, strategic program in place for fostering intergenerational interaction. By overlooking intergenerational strategies, organizations are not experiencing the tangible results derived from harnessing the strengths offered by each generation and across the generational spectrum. This dissertation focuses on building what can be termed the interactional bandwidth of cross-generational relationships through the use of ontological principles and leadership development resources: the Gallup organization&rsquo;s Clifton StrengthsFinder and the Myers &amp; Briggs Foundation&rsquo;s Myers-Briggs Type Indicator. Through addressing and understanding sources of motivation, values, communication preferences, and thought processes, individuals are able to form intricate connections with the potential to cultivate ontological security, transcendent self-actualization, meaningful work, ethics and accountability, emotional intelligence, and organizational prosperity. Facilitating intergenerational interaction offers organizations insight into better leveraging their workforce to deliver optimum results while benefiting the individuals that support them. </p><p>
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Kelly, Kathy A. "Perceptions and expectations for learning and development for older workers within Queensland local government councils : a case study." Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/60958/1/Kathy_Kelly_Thesis.pdf.

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Current literature warns organisations about a global ageing phenomenon. Workplace ageing is causing a diminishing work pool which has consequences for a sustainable workforce in the future. This phenomenon continues to impact on local government councils in Australia. Australia has one of the world’s most rapidly ageing populations, and there is evidence that Australian local government councils are already resulting in an unsustainable workforce. Consequently, this research program investigated the role of older workers in the Queensland local government workplace in enabling them to extend their working lives towards transitional employment and a sustainable workforce in the future. Transitional Employment is intended as a strategy for enabling individuals to have greater control over their employment options and their employability during the period leading to their final exit from the workforce. There was no evidence of corporate support for older workers in Queensland local government councils other than tokenistic government campaigns encouraging organisations to "better value their older workers". (Queensland Government, 2007d, p.6). TE is investigated as a possible intervention for older workers in the future. The international and national literature review reflected a range of matters impacting on current older workers in the workforce and barriers preventing them from accessing services towards extending their employment beyond the traditional retirement age (60 years) as defined by the Australian Government; an age when individuals can access their superannuation. Learning and development services were identified as one of those barriers. There was little evidence of investment in or consistent approaches to supporting older workers by organisations. Learning and development services appeared at best to be ad hoc, reactive to corporate productivity and outputs with little recognition of the ageing phenomenon (OECD, 2006, p.23) and looming skills and labour shortages (ALGA, 2006, p. 19). Themes from the literature review led to the establishment of three key research questions: 1. What are the current local government workforce issues impacting on skills and labour retention? 2. What are perceptions about the current workplace environment? And, 3. What are the expectations about learning and development towards extending employability of older workers within the local government sector? The research questions were explored by utilising three qualitative empirical studies, using some numerical data for reporting and comparative analysis. Empirical Study One investigated common themes for accessing transitional employment and comprised two phases. A literature review and Study One data analysis enabled the construction of an initial Transitional Employment Model which includes most frequent themes. Empirical Study Two comprised focus groups to further consider those themes. This led to identification of issues impacting the most on access to learning and development by older workers and towards a revised TEM. Findings presented majority support for transitional employment as a strategy for supporting older workers to work beyond their traditional retirement age. Those findings are presented as significant issues impacting on access to transitional employment within the final 3-dimensionsal TEM. The model is intended as a guide for responding to an ageing workforce by local government councils in the future. This study argued for increased and improved corporate support, particularly for learning and development services for older workers. Such support will enable older workers to maintain their employability and extend their working lives; a sustainable workforce in the future.
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Cheng, Hui-Min, and 鄭慧敏. "The Research of Intergenerational Learning of Workforce about the Protective Social Workers in Kaohsiung City." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/26501708913059909906.

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碩士<br>國立中正大學<br>高齡者教育研究所<br>102<br>With the phenomenon of aging population in today’s world, the multigenerational workforce has become a global trend in recent years. Protective social workers are no exception. The protective social work service aims at a wide variety of range—from babies and children, teenagers, adults, to the elderly with the objectives as ensuring people’s safety and solving their personal or family-related problems. The working environment these social workers work in is highly-pressured, highly-risked, and low-paid; therefore, the turn-over rate is high. In the meantime, as the public sector has an increasing demand of social workers, it is of prime importance for junior social workers to enhance their professional skills and capabilities and for senior social workers to share their most-valued experience with the younger staffers before they retire. In other words, how could social workers employ their respective advantages, learn from other generations through “intergenerational learning”, and face the rising ever-changing, difficult challenges of this time and age? This study aims to understand the above phenomenon and resolve this problem. Therefore the three objectives of this study are as follows: 1. To understand the on-job learning condition of protective social workers; 2. To understand how protective social workers have learned from other colleagues of differing generations; 3. To understand what kind of opinions the protective social workers have held toward intergenerational learning. This study then proposes suggestions about employing intergenerational learning in the human resources program in the future. To understand the learning experience of protective social workers, and explore in what respects intergenerational learning has made impact for individuals and organizations, this study conducted interviews with qualitative research method, and selected the subjects of research through purposeful sampling. The subjects were selected from the Sexual Assault Prevention Center, Social Affairs Bureau of Kaohsiung City Government, and a social welfare service center: (1) B-generation social workers (born between 1946 and 1964); (2) X-generation social workers (born between 1965 and 1980) (3) Y-generation social workers (born between 1981 and 2000). The principle of this study was to select three generations of workers in each and every center at the same time. Finally, the interview is conducted with six belong to three generations of protective social workers. The conclusions of this study are as follows: 1. Protective social workers faced a wide variety of challenges, ranging from the revision of laws and regulations, environment and official systems, case service, and personal factors. 2. Protective social workers have taken basically three types of on-job learning: formal education, official and non-official, which differ from generation to generation. 3. Differing generations have exhibited differing styles and traits of learning. 4. With different traits of learning, protective social workers of different age have displayed various intergenerational learning. 5. Intergenerational learning can break the old stereotypes, accelerate the understanding among differing generations, enhance the connection and exchange of generations, and help to increase self-expectations and stimuli for learning, so as to move toward inheritance and a better change for the future. 6. Intergenerational learning strategies should be formulated from the three respects, namely, the “system of protective social work,” “supervisors of an organization,” and “protective social workers”. The suggestions are provided for the following subjects in the hope that intergenerational learning can be more thoroughly applied to protective social work: 1. Suggestions for protective social workers: (1) To develop a conception and habits of “lifelong learning” and better respond to the demand of job market; (2) To enhance one’s self-learning and be broad-minded to share with others so all the staff of differing years of age can achieve growth; (3) To understand and appreciate the traits and advantages of social workers of differing generations; (4) To exchange and integrate viewpoints of differing generations through official and non-official networks. 2. Suggestions for supervisors of an organization: (1) To recognize and pay attention to the “intergenerational differences” and strengthen the deeds of “intergenerational learning”; (2) To develop “intergenerational grouping” and enhance cooperative efforts from all generations; (3) To create a friendly intergenerational atmosphere and strengthen such behavior; (4) To act as connective factor and help differing generations to incorporate into one. 3. Suggestions for the system of protective social work: (1) To strive for the rights of social workers and acclaim the achievements of the elder social workers; (2) To build an interactive learning environment and a learning platform for sharing; (3) To develop a system of intergenerational coaches, and enhance the influence of intergenerational learning; (4) To concern the topic of “multigenerational workforce” and consider the issue of multi-generational labor when recruiting new hires. 4. Suggestions for the development of social workers: (1) To incorporate the concept of intergenerational learning and enhance the idea exchange of differing generations; (2) To hire “practicing teacher” so as to achieve a balance of practice and formal education.
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Books on the topic "Intergenerational workforce"

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Espinoza, Chip. Managing the millennials: Discover the core competencies for managing today's workforce. John Wiley & Sons, 2010.

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Employment, United States Congress House Select Committee on Aging Subcommittee on Retirement Income and. Better utilizing an older workforce: Focus on intergenerational day care : hearing before the Subcommittee on Retirement Income and Employment of the Select Committee on Aging, House of Representatives, One Hundred First Congress, first session, September 13, 1989. U.S. G.P.O., 1990.

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Employment, United States Congress House Select Committee on Aging Subcommittee on Retirement Income and. Better utilizing an older workforce: A focus on intergenerational day care : hearing before the Subcommittee on Retirement Income and Employment of the Select Committee on Aging, House of Representatives, One Hundred First Congress, first session, September 13, 1989. U.S. G.P.O., 1990.

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United States. Congress. House. Select Committee on Aging. Subcommittee on Retirement Income and Employment. Better utilizing an older workforce: A focus on intergenerational day care : hearing before the Subcommittee on Retirement Income and Employment of the Select Committee on Aging, House of Representatives, One Hundred First Congress, first session, September 13, 1989. U.S. G.P.O., 1990.

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Nurse Manager's Guide to an Intergenerational Workforce. Sigma Theta Tau International, 2012.

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Managing the Multigenerational Librarian Workforce. Elsevier Science & Technology, 2018.

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Gerhardt, Megan, Josephine Nachemson-Ekwall, and Brandon Fogel. Gentelligence: The Revolutionary Approach to Leading an Intergenerational Workforce. Rowman & Littlefield Publishers, Incorporated, 2021.

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Ukleja, Mick, and Chip Espinoza. Managing the Millennials: Discover the Core Competencies for Managing Today's Workforce. Wiley & Sons, Incorporated, John, 2016.

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Information Resources Management Association Staff. Five Generations and Only One Workforce: How Successful Businesses Are Managing a Multigenerational Workforce. IGI Global, 2019.

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Ukleja, Mick, Chip Espinoza, and Craig Rusch. Managing the Millennials: Discover the Core Competencies for Managing Today's Workforce. Wiley & Sons, Incorporated, John, 2010.

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Book chapters on the topic "Intergenerational workforce"

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Williams, Alison, Nate Zettna, and Kate O’Loughlin. "Intergenerational Relationships and Knowledge Exchange." In The Multigenerational Workforce. Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-97-5461-8_8.

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Chun, Edna, and Alvin Evans. "The Value of Intergenerational Diversity." In Leveraging Multigenerational Workforce Strategies in Higher Education. Routledge, 2021. http://dx.doi.org/10.4324/9781003150381-2.

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d’Abbs, Peter, and Nicole Hewlett. "Treatment and Rehabilitation." In Learning from 50 Years of Aboriginal Alcohol Programs. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-0401-3_4.

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AbstractThis chapter focuses on treatmentand rehabilitation programs for Aboriginal people—that is, programs and services designed to facilitate recoveryfrom harmful alcohol useand/or dependence and to prevent relapse into harmful drinking. We trace the emergence from the 1970s of a distinctive approach based on residentialtreatment and combining a disease concept of alcoholism with the Twelve Steps pathway developed by Alcoholics Anonymous. This approach has remained widely used to the present day. We also discuss the growth of a variant of the diseasemodel, in which alcohol misuse, together with associated harms such as violence, sexual abuse and self-harm, are viewed as products of unresolved intergenerational trauma associated with colonisation, requiring cultural reconnection and a healing process grounded in Indigenous rather than (or as well as) Western therapeutic approaches. The chapter also reviews initiatives in non-residentialtreatment, support for the Aboriginal alcohol and other drug workforce, and issues relating to the evaluationof treatment.
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McInnis, Anne, Katalin Medvedev, and Toni P. Miles. "Intergenerational Workforces in the Fashion Industry." In Technology, Sustainability and the Fashion Industry. Routledge, 2024. http://dx.doi.org/10.4324/9781032658506-7.

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Lloyd-Jones, Brenda, and Jody A. Worley. "Intergenerational Tensions in the Workforce." In Diversity in the Workforce. Routledge, 2018. http://dx.doi.org/10.4324/9781315188980-10.

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Terekhin, Roman. "Peer Coaching Groups as a Natural Space for Intergenerational and Lifelong Learning." In Advances in Human Resources Management and Organizational Development. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-6140-2.ch003.

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Intergenerational learning benefits both older and younger employees, as each has skills and experiences that are valuable to the other. Knowledge exchange within organizations is key to organizational effectiveness, and the exchange of knowledge within an intergenerational workforce cultivates both lifelong and intergenerational learning. This chapter reviews how peer coaching groups (PCG) facilitate intergenerational learning in organizations and the lifelong learning of an intergenerational workforce. To do so, it will bring together relevant past research and recent empirical evidence of the role of intergenerational diversity on the learning and growth of PCG participants. Further, the chapter describes the settings and approaches of several notable peer growth groups employed by organizations. The chapter provides an in-depth review of the opportunities PCGs provide for intergenerational and lifelong learning within organizations and research-based recommendations for effective implementation of PCG.
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Gerpott, Fabiola H., Nale Lehmann-Willenbrock, and Sven C. Voelpel. "Intergenerational Learning in Organizations: A Framework and Discussion of Opportunities." In The Aging Workforce Handbook. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/978-1-78635-448-820161010.

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Ropes, Donald, and Antonia Ypsilanti. "A Conceptual Framework for Managing Intergenerational Relations in the Workplace." In The Aging Workforce Handbook. Emerald Group Publishing Limited, 2016. http://dx.doi.org/10.1108/978-1-78635-448-820161012.

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Jácome de Moura Jr., Pedro, and Diogo Henrique Helal. "Towards a Reference Framework for Generational Analyses on Information Technology Professionals." In Five Generations and Only One Workforce. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0437-6.ch009.

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In light of the sociology of generations, this theoretical trial relates literature on information technology (IT) professionals, IT professional management, IT project teams, and generational studies to elaborate a reference framework that supports the research on the intergenerational dynamics of the field. The proposed framework offers a definition and structure for the concept of IT generation and contemplates the dimensions related to (1) technological contemporary changes, (2) culture bearers, (3) continuous nature of generational change, (4) generational succession, (5) knowledge transmission and sharing, and (6) intergenerational conflict, allowing future empirical research on the IT generational phenomena.
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Harlianto, Jefta, Rudi Rudi, and Heber Cornelia Br Ginting Ginting. "Building Collaboration in a Multigenerational Workforce." In Enhancing Workplace Productivity Through Gender Equity and Intergenerational Communication. IGI Global, 2025. https://doi.org/10.4018/979-8-3373-2903-1.ch011.

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Fostering collaboration among different age groups is not just a cultural moral value but a strategic necessity in increasingly multigenerational workplaces. This chapter explores the interrelations of intergenerational inclusivity and employee mental health on workplace productivity. Creating successful collaboration can no longer be taken for granted when five different generations are part of the workforce. It needs to be designed and promoted strategically. This chapter suggests a conceptual framework that reframes workplace productivity not as a direct result of mental health but as one significantly influenced by social dynamics. Empirical findings indicate that mental health alone does not significantly influence productivity. In an inclusive workplace, well-being is more likely to convert into sustained performance. Further, intergenerational inclusivity is a protective factor from the negative impact of psychological distress, addressing how much the workforce can function effectively despite the stress.
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Conference papers on the topic "Intergenerational workforce"

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Hutt, Jane A. "Does Online Social Networking Automatically Lead to 21st Century Communities of Practice?" In ASME 2014 Power Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/power2014-32273.

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Online social networking communities can help strengthen professional ties among members of almost any profession. How useful they are to the engineering professions in contributing to the process of intergenerational knowledge transfer depends on the site. Prior to the popularity of online communications and networking tools such as Facebook, Twitter and Linked In, Power Industry engineers have utilized with varying success a number of knowledge transfer facilitation tools, both within their companies and outside them. This paper will discuss the pros and cons of both traditional and emerging methods and present specific examples that address technical issues, learning styles, differences in generational approaches to learning and communication. Issues relating to global needs in the engineering profession, organizational flexibility, the ability of people and organizations to adapt and change, and educational and workforce challenges will also be discussed. Short case studies illustrating various solutions for addressing some of these issues, including development of useful technical content and formation of communities of practice, will also be provided.
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Reports on the topic "Intergenerational workforce"

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Muñoz, Ercio. The Geography of Intergenerational Mobility in Latin America and the Caribbean. Inter-American Development Bank, 2024. http://dx.doi.org/10.18235/0013050.

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This paper estimates intergenerational mobility in education using data from 91 censuses in 24 countries in Latin America and the Caribbean spanning over half a century. It measures upward mobility as the likelihood that individuals will complete one educational stage more than their parents (primary education for those whose parents did not finish primary school, or secondary education for those whose parents did not complete secondary school). It measures downward mobility as the likelihood that an individual will fail to complete a level of education (primary or secondary) that their parents did attain. In addition, the paper explores the geography of educational intergenerational mobility using nearly 400 “provinces” and more than 6,000 “districts,” finding substantial cross-country and within-country heterogeneity. It documents a decline in the mobility gap between urban and rural populations and small differences by gender. It also finds that upward mobility is increasing and downward mobility is decreasing over time. Within countries, the level of mobility correlates closely to the share of the preceding generation that completed primary school. In addition, upward mobility is negatively correlated with distance to the capital and the share of the workforce employed in agriculture, but is positively correlated with the share of the workforce employed in industry. The opposite is true of downward mobility.
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