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ERIC Number: ED567570
Record Type: Non-Journal
Publication Date: 2014
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-2518-7
The Multigenerational Workforce within Two-Year Public Community Colleges: A Study of Generational Factors Affecting Employee Learning and Interaction
Starks, Florida Elizabeth
ProQuest LLC, D.Ed. Dissertation, Capella University
The purpose of this quantitative study is to broaden multigenerational workforce research involving factors affecting employee learning and interaction by using a population of Baby Boomer, Generation X, and Millennial faculty and staff age cohorts employed at two-year public community college organizations. Researchers have studied multigenerational workgroups for decades with emphasis on how corporations manage the age divide and fluctuations in organizational culture brought on by dynamic generational teams. An evolution of workforce dynamics stimulated by the integration of younger and older workers in higher education can result in potential tensions that arise from generational misunderstandings and often results in organizational health decline. This research sought to examine the difference among the dependent variables represented by employee learning and interaction and the independent variables including generations currently represented in the southern United States community college faculty and staff workforce. The study recorded 56 participants' responses to online survey questions from Hogan Assessments, Inc.; the Hogan Personality Inventory survey captured these data. These responses were analyzed to determine whether there might be a significant difference in learning and interaction among Baby Boomer, Generation X, and Millennial workgroups. A series of one-way ANOVA testing, Levene's test of equality and the Welch Fprocedure were conducted in order to examine the factors that affect employee learning and development at two southern United States community colleges. The results of tests showed no statistically significant differences in learning and interaction were demonstrated. During analysis, variations in mean data and standard deviations varied across independent and dependent variables. Additionally, Levene's homogeneity assumptions showed statistically insignificant results thereby prompting further testing. As a result, Welch's F statistical testing was completed to reflect homogeneity among groups. Results of the one-way analysis of variance and Welch's F test provided no evidence of differences in learning averages among the four groups and the null hypothesis was accepted. It was concluded that there is no difference in employee learning and interaction among Baby Boomer, Generation X, and Millennial workgroups in two-year public community college organizations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A