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How Generation Z Influences Multi-Generational

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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. Keywords: Generation Z, intergenerational project team, multi-generational project team, team engagement, team dynamics iii HOW GENERATION Z INFLUENCES MULTI-GENERATIONAL PROJECT TEAM DYNAMICS AND ENGAGEMENT by Karah Sprouse Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Business Administration Liberty University, School of Business May 2021 Approvals _________________________________________ ___________________ Karah Sprouse, Doctoral Candidate Date _________________________________________ ___________________ Dr. Russell Fail, Dissertation Chair Date _________________________________________ ___________________ Dr. Julia Frankland, Committee Member Date _________________________________________ ___________________ Edward M. Moore, Ph.D., Director of Doctoral Programs Date iv Dedication This study is dedicated to Granddaddy, who passed away during my first year of doctoral coursework and instructed me one last time in his final days to complete my degree. This was not surprising to me as he, along with my grandmother, Goggin, instilled in me a deep desire for education and life-long learning that has carried me throughout this doctoral journey. More importantly, they along with my paternal grandparents, perpetuated a legacy of love and devotion to God and service to others. This legacy was inspired by generations of family members that preceded them and continues in those of us trying to follow in their footsteps. It is the blessing of their legacies that inspires so much of my life, including this research effort exploring how generations can be cultivated professionally and spiritually in the workplace. I would also like to dedicate this study to the love of my life, Ryan, who has whole- heartedly supported me through every step of the last four years. He is my greatest blessing and a steadfast partner to me in every dream that we pursue together. Lastly, this study is dedicated to our two children who were babies when I started this journey and have been in bed asleep most nights while I stayed up late completing my coursework and this dissertation. Completing this effort as they begin their most formative childhood years was my ultimate inspiration and one of my greatest joys in this accomplishment. v Acknowledgments This study is a testament to my incredible support system of family and dear friends. My parents and sister have been an unwavering source of encouragement and strength. They have always been my biggest advocates and cheerleaders, which has carried me throughout my whole life and especially throughout this effort. I am also extremely blessed by many close friendships that have lifted me over the last four years. God had blessed me with an extraordinary community of friends that sharpen me spiritually, intellectually, and professionally. I am eternally grateful for how this community has strengthened and encouraged me in this journey. I would also like to thank the chair of my committee, Dr. Russell Fail, who has played an extremely significant role in my academic journey. I could not have asked for a more responsive, supportive advisor and I am exceedingly grateful for his continual feedback and encouragement. I am also grateful for the support and coaching provided by my committee member, Dr. Julia Frankland, and my program director, Dr. Edward Moore. I sincerely appreciate all of the guidance that this team provided me. vi Table of Contents Abstract ........................................................................................................................................... ii Approvals ....................................................................................................................................... iii Dedication ...................................................................................................................................... iv Acknowledgments............................................................................................................................v List of Tables ...................................................................................................................................x List of Figures ................................................................................................................................ xi Section 1: Foundation of the Study ..................................................................................................1 Background of the Problem ................................................................................................ 2 Problem Statement .............................................................................................................. 4 Purpose Statement ............................................................................................................... 5 Research Questions ............................................................................................................. 6 Nature of the Study ............................................................................................................. 7 Discussion of Design .............................................................................................. 8 Discussion of Method ........................................................................................... 10 Summary of the Nature of the Study .................................................................... 13 Conceptual Framework ..................................................................................................... 13 Generational Cohorts ............................................................................................ 13 Workplace Motivation and Performance .............................................................. 14 Project Team Motivation and Performance .......................................................... 15 Relationship Between Concepts ........................................................................... 16 Summary of the Research Framework .................................................................. 17 Definition of Terms........................................................................................................... 18 Assumptions, Limitations, Delimitations ......................................................................... 18 vii Assumptions .......................................................................................................... 19 Limitations ............................................................................................................ 19 Delimitations ......................................................................................................... 20 Significance of the Study .................................................................................................. 20 Reduction of Gaps in the Literature ...................................................................... 21 Implications for Biblical Integration ..................................................................... 22 Benefit to Business Practice and Relationship to Cognate ................................... 24 Summary of the Significance of the Study ........................................................... 25 A Review of the Professional and Academic Literature ................................................... 25 Literature Review Overview ................................................................................. 27 Theories................................................................................................................
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