DOCSLIB.ORG

Leading a Multigenerational Workforce in the Public Sector Cynthia A

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Leading a Multigenerational Workforce in the Public Sector Cynthia A Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2017 Leading a Multigenerational Workforce in the Public Sector Cynthia A. Thompson Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Business Administration, Management, and Operations Commons, Management Sciences and Quantitative Methods Commons, and the Public Administration Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Management and Technology This is to certify that the doctoral dissertation by Cynthia Thompson has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Teresa Lao, Committee Chairperson, Management Faculty Dr. Anthony Lolas, Committee Member, Management Faculty Dr. Raghu Korrapati, University Reviewer, Management Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2017 Abstract Leading a Multigenerational Workforce in the Public Sector by Cynthia A. Thompson MBA, University of Phoenix, 2008 BS, Wingate University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University June, 2017 Abstract One of the demographic changes in the workplace is the presence of multiple generations working together. Some managers may find leading a multigenerational workforce a challenge, because the generational cohorts may have different work values and approaches to work. The purpose of this qualitative case study was to explore how generational characteristics manifest in the workplace, how managers perceive a multigenerational workforce, and whether macro-level descriptions of generations creates stereotypes or recognizable indicators of behavior in the workplace. Mannheim’s theory of generations and diversity management theory provided the conceptual framework for the study. Data were collected through interviews and a focus group discussion from 40 participants from the public sector. The participants consisted of members from the veterans, baby boomers, Gen Xers, and millennial cohorts. Summative content analysis was used to analyze data with the use of NVivo software, and member checking was used to enhance the trustworthiness of interpretations. The key themes from the analysis indicated that, among these 40 participants, intergenerational conflicts in the workplace were attributed to generational descriptors of work values, communication styles, productivity, work-life balance, leadership styles, organizational change, and the future of the public sector. The findings may enhance managers’ understanding of generational perceptions and may help managers take steps to reduce intergenerational conflict in the workplace. Leading a Multigenerational Workforce in the Public Sector by Cynthia A. Thompson MBA, University of Phoenix, 2008 BS, Wingate University, 1998 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Management Walden University May 2017 Dedication This completed work would not have been possible without the support of my family and close friends. They have all been supportive and provided much encouragement to me throughout this long endeavor. Acknowledgments The completion of this dissertation would not have been possible without the support and guidance of my dissertation committee chair and members. Thank you to Dr. Teresa Lao, dissertation chair, and Dr. Anthony Lolas for your patience, dedication, and support of my dissertation. In loving memory of my dear grandmother, Mrs. Rosie Lee Thompson, who instilled a spirit of learning in me at an early age. I would like to thank my family Mr. Doffer Thompson, Ms. Annie Reid, Mrs. Lena Thompson, Wanda Nolan, Kena Nolan, and Erica Nolan for their motivation and support throughout this journey. Thanks to my colleagues, and close friends Vivian Simmons and Johnella Walker, for their words of encouragement and support. Table of Contents List of Tables……………………………………………………………………………..v List of Figures…………………………………………………………………………....vi Chapter 1: Introduction to the Study ................................................................................... 1 Background ................................................................................................................... 3 Problem Statement ........................................................................................................ 5 Purpose of Study ........................................................................................................... 6 Nature of the Study ..................................................................................................... 11 Definitions of Terms………………………………………………………………....14 Assumptions ................................................................................................................ 16 Scope and Delimitations ............................................................................................. 17 Limitations…………………………………………………………………………...18 Signification of Study……………………………………………………………..…20 Summary……………………………………………………………………………..22 Chapter 2: Literature Review ............................................................................................ 23 Literature Search Strategy........................................................................................... 24 Conceptual Framework ............................................................................................... 25 Geneational Differences.............................................................................................. 26 Veterans Generation.............................................................................................. 27 Baby Boomers Generation .................................................................................... 28 Geneation X .......................................................................................................... 29 Millennials Generation.......................................................................................... 31 i Theory of Generational Differences ........................................................................... 34 Altruism ................................................................................................................ 36 Extrinsic and Intrinsic Rewards ............................................................................ 36 Diversity Management Theory ................................................................................... 39 Strategic Diversity Management ................................................................................. 42 Human Resources Role in Implementing Diversity Management ............................. 46 Strategy and Implementation ................................................................................ 47 Education and Training ......................................................................................... 47 Diversity Recruitment Processes .......................................................................... 50 Gap Identification ....................................................................................................... 53 Research Approaches to the Problem ......................................................................... 54 Chapter 3: Research Method ............................................................................................. 57 Research Design................................................................................................................ 59 Methodology ..................................................................................................................... 65 Population ............................................................................................................. 65 Setting and Sampling Strategy .............................................................................. 65 Instrumentation and Materials .............................................................................. 68 Data Collection…………………………………..………………………………74 Data Analysis…………………………………………………………………….75 Confirmability ....................................................................................................... 82 Ethical Procedures ................................................................................................ 83 ii Summary ..................................................................................................................... 85 Chapter 4: Presentation and Analysis of Findings ............................................................ 88 Setting .............................................................................................................................. 88 Sample Demographics ...................................................................................................... 89 Group 1 Composition and Characteristics ............................................................ 89 Group 2 Composition and Characteristics ............................................................ 90 Group 3 Composition
Load more

Recommended publications
  • My Generation
    im Auftrag: medienAgentur Stefan Michel T 040-5149 1467 F 01805 - 060347 90476 [email protected] “Hope I die before I get old…” The Who – My Generation Das Frontcover von My Generation, dem Debütalbum von The Who, steht für eine ganz Ära, genauso wie die Musik darauf. Auf dem Foto trägt John Entwistle lässig eine Jacke über der Schulter, die aus einem Union Jack gefertigt wurde. Heutzutage findet man dieses Symbol auf Kaffeetassen, Kissenbezügen, T-Shirts und diversen anderen Kleidungsstücken. Aber im Dezember 1965, als My Generation herauskam, weigerten sich die meisten Schneider auf der Savile Row, den Union Jack in eine Jacke umzunähen. “Sie dachten, sie kämen dafür ins Gefängnis”, erzählte Roger Daltrey. Die abweisende Attitüde von The Who und die dreiste Verwendung der Nationalflagge waren die beste Werbung für My Generation, die man sich vorstellen konnte. Das Album klingt, wie es aussieht: kurz angebunden, auf Konfrontation aus und voller jungendlichem Zorn und Energie. Da überrascht es kaum, dass der Entstehungsprozess von Konflikten durchzogen war. My Generation war das Ergebnis eines mentalen Armdrückens – zwischen mutigen, neuen Ideen und Popmusiktradition. Als die Platte endlich in die Läden kam, war der Union Jack der Band zerrissen und blutverschmiert – als hätte er zwei Weltkriege mitgemacht. Das Album wurde von Shel Talmy produziert und die Erstveröffentlichung in Großbritannien im Dezember 1965 lief über Brunswick Records. In den USA kam es im April 1966 mit dem Titel ‘The Who Sings My Generation’ heraus. Auf der britischen Version findet sich das legendäre, von Decca Records Fotograf David Wedgbury in den Surrey Docks im Südosten London gemachte Foto, auf dem die vier Musiker alle in die über ihnen befindliche Linse schauen – eine Pose, die auch Jahre später noch von vielen Bands kopiert wurde.
    [Show full text]
  • Generational Training for Pools
    Generational Training for Pools Inlay Insights 1 2 Generation Training Table Of Contents 1 GETTING STARTED 04 Why generational theory? 04 Learning objectives 2 UNDERSTANDING GENERATIONAL THEORY 08 Generational setup 09 Events and conditions 10 Stereotyping 3 THE GENERATIONAL DEEP DIVE 14 Traditionalists 16 Baby Boomers 19 Generation X 23 Millennials 29 Generation Z 4 INTERGENERATIONAL DYNAMICS 34 Comparing generational preferences 38 Building strong intergenerational relationships 5 PRESENTING GENERATIONS 42 Open your presentation 44 Build your case and create urgency 46 Work to overcome skepticism 49 Remember to leverage nostalgia 50 Create actionable takeaways 51 Finally, wrap up 6 RESOURCES 54 FAQs 56 Pooling specific resources 57 Additional reading material 58 Script outline for presenting generational theory at your pool 70 Presentation resources 74 Summary 75 About the facilitator and AGRiP 76 Closing comments Inlay Insights 01 02 Generation Training Getting Started Inlay Insights 03 Why Generational Theory? Generational theory can help position pools as preferred employers and the ideal risk management solution for members. By understanding generational personalities, pool leaders can: • Turn generational differences from potential obstacles into opportunities to develop the existing and incoming workforce. • Attract employee talent. • Successfully manage in a multigenerational environment. • Meet the changing expectations of pool members and new generations of public entity officials. LEARNING OBJECTIVES By engaging with this material, you will: 1. Understand the world through the eyes of generations other than your own. 2. Grow awareness and respect for workplace and membership generational issues. 3. Appreciate the benefits of generational diversity. 4. Gain tools to leverage generational benefits at your pool and among your members.
    [Show full text]
  • MUSIC 262: Art/Prog Rock [Brian Ward Demonstrates a Tune on Piano
    MUSIC 262: Art/Prog Rock [Brian Ward demonstrates a tune on piano] [Brian Ward]: So around this time in rock and roll we really start to see a lot of fragmentation going on, and that’s reflected in this course. The way we have this designed is so that we can go in different directions with the music, and that’s what the music did all sort of at the same time. One of the directions is what we now call art rock and also progressive rock. Now art rock and progressive rock are terms that are used loosely. A good way to describe it is art rock is rock and roll that is influenced by classical music while progressive rock is more influenced by jazz, so- but you have different elements in varying degrees of influence and in different ways. A good illustration of that is one of the first bands that I want to talk about is The Who. Now The Who were definitely a straight down the line rock and roll band, and they started like a lot of these other British bands: imitating the blues and rhythm and blues music from the United States, but The Who were very unique. They had probably the most four individualized members of any band of all time. All four members of the band, Pete Townshend, Roger Daltrey, John Entwistle, and Keith Moon, were all very, very different people coming from different backgrounds, and that reflected in their music, and they used that to their advantage quite a bit. But with The Who I think rock star first becoming an art form in the sense that they had longer forms and they used many structures that eventually became mini-operas and they eventually made a rock opera called “Tommy.” Now when they started out they were more on the cutting edge of hard rock.
    [Show full text]
  • Rolling Stone Magazine's Top 500 Songs
    Rolling Stone Magazine's Top 500 Songs No. Interpret Title Year of release 1. Bob Dylan Like a Rolling Stone 1961 2. The Rolling Stones Satisfaction 1965 3. John Lennon Imagine 1971 4. Marvin Gaye What’s Going on 1971 5. Aretha Franklin Respect 1967 6. The Beach Boys Good Vibrations 1966 7. Chuck Berry Johnny B. Goode 1958 8. The Beatles Hey Jude 1968 9. Nirvana Smells Like Teen Spirit 1991 10. Ray Charles What'd I Say (part 1&2) 1959 11. The Who My Generation 1965 12. Sam Cooke A Change is Gonna Come 1964 13. The Beatles Yesterday 1965 14. Bob Dylan Blowin' in the Wind 1963 15. The Clash London Calling 1980 16. The Beatles I Want zo Hold Your Hand 1963 17. Jimmy Hendrix Purple Haze 1967 18. Chuck Berry Maybellene 1955 19. Elvis Presley Hound Dog 1956 20. The Beatles Let It Be 1970 21. Bruce Springsteen Born to Run 1975 22. The Ronettes Be My Baby 1963 23. The Beatles In my Life 1965 24. The Impressions People Get Ready 1965 25. The Beach Boys God Only Knows 1966 26. The Beatles A day in a life 1967 27. Derek and the Dominos Layla 1970 28. Otis Redding Sitting on the Dock of the Bay 1968 29. The Beatles Help 1965 30. Johnny Cash I Walk the Line 1956 31. Led Zeppelin Stairway to Heaven 1971 32. The Rolling Stones Sympathy for the Devil 1968 33. Tina Turner River Deep - Mountain High 1966 34. The Righteous Brothers You've Lost that Lovin' Feelin' 1964 35.
    [Show full text]
  • DRAMATURGY GUIDE School of Rock: the Musical the National Theatre January 16-27, 2019
    DRAMATURGY GUIDE School of Rock: The Musical The National Theatre January 16-27, 2019 Music by Andrew Lloyd Webber Book by Julian Fellowes Lyrics by Glenn Slater Based on the Paramount Film Written by Mike White Featuring 14 new songs from Andrew Lloyd Webber and all the original songs from the movie Packet prepared by Dramaturg Linda Lombardi Sources: School of Rock: The Musical, The Washington Post ABOUT THE SHOW Based on the hit film, this hilarious new musical follows Dewey Finn, a failed, wannabe rock star who poses as a substitute teacher at a prestigious prep school to earn a few extra bucks. To live out his dream of winning the Battle of the Bands, he turns a class of straight-A students into a guitar-shredding, bass-slapping, mind-blowing rock band. While teaching the students what it means to truly rock, something happens Dewey didn’t expect... they teach him what it means to care about something other than yourself. For almost 200 years, The National Theatre has occupied a prominent position on Pennsylvania Avenue – “America’s Main Street” – and played a central role in the cultural and civic life of Washington, DC. Located a stone’s throw from the White House and having the Pennsylvania Avenue National Historic Site as it’s “front yard,” The National Theatre is a historic, cultural presence in our Nation’s Capital and the oldest continuously operating enterprise on Pennsylvania Avenue. The non-profit National Theatre Corporation oversees the historic theatre and serves the DC community through three free outreach programs, Saturday Morning at The National, Community Stage Connections, and the High School Ticket Program.
    [Show full text]
  • The Golden Age Exposed: the Reality Behind This Romantic Era
    Illinois Wesleyan University Digital Commons @ IWU Honors Projects Theatre Arts, School of 4-28-2017 The Golden Age Exposed: The Reality Behind This Romantic Era Danny Adams Follow this and additional works at: https://digitalcommons.iwu.edu/theatre_honproj Part of the Theatre and Performance Studies Commons Recommended Citation Adams, Danny, "The Golden Age Exposed: The Reality Behind This Romantic Era" (2017). Honors Projects. 22. https://digitalcommons.iwu.edu/theatre_honproj/22 This Article is protected by copyright and/or related rights. It has been brought to you by Digital Commons @ IWU with permission from the rights-holder(s). You are free to use this material in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s) directly, unless additional rights are indicated by a Creative Commons license in the record and/ or on the work itself. This material has been accepted for inclusion by faculty at Illinois Wesleyan University. For more information, please contact [email protected]. ©Copyright is owned by the author of this document. Illinois Wesleyan University The Golden Age Exposed: The Reality Behind This Romantic Era Danny Adams Honors Research April 28th, 2017 1 In the spring of 2016, I took a class called "Music Theatre History and Literature" which is about exactly what it sounds like: a course on the history of music theatre and how it evolved into what it is today. From The Black Crook, the first known "integrated musical" in 1866, to In the Heights and shows today, the class covered it all.
    [Show full text]
  • "The Who Sings My Generation" (Album)
    “The Who Sings My Generation”—The Who (1966) Added to the National Registry: 2008 Essay by Cary O’Dell Original album Original label The Who Founded in England in 1964, Roger Daltrey, Pete Townshend, John Entwistle, and Keith Moon are, collectively, better known as The Who. As a group on the pop-rock landscape, it’s been said that The Who occupy a rebel ground somewhere between the Beatles and the Rolling Stones, while, at the same time, proving to be innovative, iconoclastic and progressive all on their own. We can thank them for various now- standard rock affectations: the heightened level of decadence in rock (smashed guitars and exploding drum kits, among other now almost clichéd antics); making greater use of synthesizers in popular music; taking American R&B into a decidedly punk direction; and even formulating the idea of the once oxymoronic sounding “rock opera.” Almost all these elements are evident on The Who’s debut album, 1966’s “The Who Sings My Generation.” Though the band—back when they were known as The High Numbers—had a minor English hit in 1964 with the singles “I’m the Face”/”Zoot Suit,” it wouldn’t be until ’66 and the release of “My Generation” that the world got a true what’s what from The Who. “Generation,” steam- powered by its title tune and timeless lyric of “I hope I die before I get old,” “Generation” is a song cycle worthy of its inclusive name. Twelve tracks make up the album: “I Don’t Mind,” “The Good’s Gone,” “La-La-La Lies,” “Much Too Much,” “My Generation,” “The Kids Are Alright,” “Please, Please, Please,” “It’s Not True,” “The Ox,” “A Legal Matter” and “Instant Party.” Allmusic.com summarizes the album appropriately: An explosive debut, and the hardest mod pop recorded by anyone.
    [Show full text]
  • Exploring the Effects of Generational.Pdf
    EXPLORING THE EFFECTS OF GENERATIONAL DIVERSITY ON PROFESSIONAL COMMUNITIES OF PRACTICE IN HEALTH EDUCATION PROGRAMS Lindsay MacFarlane Master of Education Nipissing University 2017 EXPLORING THE EFFECTS OF GENERATIONAL DIVERSITY ON PROFESSIONAL COMMUNITIES OF PRACTICE IN HEALTH EDUCATION PROGRAMS LINDSAY MACFARLANE SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION NIPISSING UNIVERSITY SCHULICH SCHOOL OF EDUCATION NORTH BAY, ONTARIO © Lindsay MacFarlane (March 2017) i S C H O O L O F G R A D U A T E S T U D I E S M A J O R R E S E A R C H P A P E R / C E R T I F I C A T E O F E X A M I N A T I O NT H E S I S / D I S S E R T A T I O N Certificate of Examination (Co) Supervisor: Examiner(s): Dr. Susan Elliott-Johns Dr. Olive Wahoush Supervisory Committee: Dr. Lorraine Carter The Thesis by Lindsay MacFarlane Entitled Exploring the Effects of Generational Diversity on Professional Communities of Practice in Health Education Program is accepted in partial fulfilment of the requirements for the degree of Masters of Education April 12, 2017 Dr. Christine Cho Date Chair of the Examination Committee (original signatures on file) ii Abstract This descriptive non-experimental study was designed to explore the existence and effects of generational diversity on Professional Communities of Practice in select health care programs in a Northern Ontario community college. Through active and social participation in Professional Communities of Practice, Practical Nursing, Paramedic, Dental Hygiene, Medical Laboratory Assistant, and Medical Radiation Technology students begin to construct their identities in relation to their professional communities.
    [Show full text]
  • Music in the Mid-1960S
    KSKS45 Music in the mid-1960s David Ashworth by David Ashworth is a freelance education consultant, specialising in music technology. He is project leader for INTRODUCTION www.teachingmusic. org.uk and he has This resource provides background and analysis of some of the remarkable musical developments that took been involved at a national level in most place in the pop music of the mid-1960s. This is potentially a huge topic, so I have chosen to limit the field of the major music of investigation to the music being created, recorded and performed by the most significant British pop and initiatives in recent rock bands from this era. I make regular reference to a relatively small collection of songs that exemplify all the years. features under discussion. This is designed to help teachers and students overcome the challenges of having to source a large amount of reference material. This resource addresses four questions: Why was there such an explosion of musical creativity and development at this time? What were the key influences shaping the development of this music? What are the key musical features of this music? How might we use these musical ideas in classroom activities at KS3/4? Overall aim The overall aim of the resource is twofold. It aims to provide a series of activities that will give students composition frameworks, while at the same time learning about the style and the musical conventions of music from this era. Each section provides some brief background with relevant examples for active listening exercises. These are followed with suggestions for related classroom activities.
    [Show full text]
  • When Generations Collide
    When Generations Collide By Dennis Doverspike and Alison O’Malley I’m not tryin’ to cause a big sensation, I’m just talkin’ ‘bout My Generation (from The Who’s My Generation, written by Peter Townshend, copyright 1965 Fabulous Music) Acknowledgements of the existence of a “generation gap” (i.e. a difference in attitudes or values between generations) appear to be as old as oral history. Many Roman and Greek myths rely upon the concept of titanic struggles between parents and their children. In the United States during the 1960s, the concept of a generation gap was often used to explain a variety of intergenerational conflicts. So, the image of generations—as many as four possible generations—competing in the workplace in the 2000s is one that has attracted both popular and scientific interest. It has led to dramatic statements, which lead to accompanying vivid images of the generations colliding or clashing in a battle for dominance of the workplace. Dramatic imagery aside, the prevailing argument has been that managers in organizations, including human resource managers, must find ways to deal with this diversity of generational cultures. In theory, human resource managers and others can deal with this generational diversity by 1) understanding the differences between generations and then 2) crafting various strategies based upon the identified differences for responding to the needs and values of the different generations. Of course, this also means dealing with the conflicting demands of the generations. This article presents two competing theories regarding generational differences. The first theory, generational cultures, holds that historical events shape the unique culture of a generation.
    [Show full text]
  • The Millennial Generation: Common Experience Guiding Them Into
    2 Abstract The Millennial Generation, those born from 1980-2000, see the world from a different viewpoint. This distinctive cohort has structured their lives in a different manner than preceding generations. The introduction and influence of social, political, and technological changes over the past few decades have structured Millennials’ unique and sometimes unclear characteristics and behaviors. Dividing and defining people by their birth years can seem like a subjective generalization. However, Howe and Strauss (2000) argue that shared experiences during formative years within a cohort result in a distinctive generational bond resulting in common attitudes and behaviors. Millennials have been labeled as one of the most overprotected and enabled generations in history, and mentors are uncertain how to beneficially nurture this generation as they transition into adulthood (Lykins & Pace, 2013: Twenge et al.). Generations are shaped by the dynamic interplay of history and popular culture, which can form a lens for understanding a generation’s collective nature (Mannheim, 1928). To determine what the future holds for the Millennial Generation as they transition into adulthood, one should closely examine their formative experiences and construct a socio-psychological portrait (Ng, Schweitzer, & Lyons, 2010). By clarifying the process that formed their adulthood, we gain a clearer understanding of what it means to them to be an emerging adult in the Millennial generation. The purpose of this qualitative study was to explore the Millennial Generation’s perceptions of how their formative experiences have affected their transition into adulthood. It was my intention through this phenomenological study to view the Millennial Generation’s 3 common formative experiences through the lens of the Theory of Generations, Theory of the Emergent Adult, and the Gestalt Theory and link their unresolved familiarities to their current behaviors and mindset as they emerge into adulthood.
    [Show full text]
  • How Generation Z Influences Multi-Generational
    HOW GENERATION Z INFLUENCES MULTI-GENERATIONAL PROJECT TEAM DYNAMICS AND ENGAGEMENT by Karah Sprouse _______________________ Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration ______________________ Liberty University, School of Business May 2021 ii Abstract This research study sought to explore and provide deeper understanding of how Generation Z, the newest, youngest workforce generation, is influencing intergenerational project team dynamics and is best engaged toward successful performance. To provide insight to this inquiry and fill an existing gap in the academic and professional literature surrounding Generation Z, a qualitative, single-site case study research method and design was selected. Accordingly, the researcher conducted interviews containing semi-structured, open-ended questions based on the literature’s prevailing components of team dynamics and engagement with seven Generation Z project professionals and ten project professionals representing older generations who currently serve on teams with Generation Z members at a global technology organization located in the southeastern United States. Together these 17 project team professionals provided a holistic, insightful account of how this youngest generation of professionals is impacting intergenerational project team dynamics and is best motivated and engaged. Accordingly, participant interview responses revealed 11 salient themes that provided deeper understanding of the business problem guiding this inquiry. Findings are particularly applicable to the field of project management, which is heavily comprised of project teams working together to accomplish strategic deliverables for business organizations and their customers. Furthermore, these findings help provide insight to strategic business organizations and leaders to effectively develop this next generation of professionals as they increasingly represent their employee population.
    [Show full text]