Gen Z from the Perspective of Managers and Comparison with Previous Generations

Gen Z from the Perspective of Managers and Comparison with Previous Generations | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Article Gen Z from the Perspective of Managers and Comparison with Previous Generations Öznur Gülen Ertosun This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7846860/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 26 You are reading this latest preprint version Abstract Introduction: Due to the growing Gen Z population in the workforce, it has become critical for employers and organizations to understand their work characteristics, behaviors, and expectations to gain insight into the evolving nature of work. The primary objective of this study is to evaluate the work organization preferences of Gen Z and determine if these preferences differ from those of preceding generations, according to managers' perspectives. Based on these evaluations, the study focuses on the disparities in work-related behaviors between Gen Z and other generations. And also aimed to determine motivational factors for Generation Z in the workplace, including reward and punishment mechanisms, promotion expectations, and optimal management practices to effectively accommodate them. Methods: A qualitative study was designed using in-depth interviews, involving 50 managers from diverse sectors and managerial positions. The study was conducted in Istanbul and focused on enterprises with over 50 employees. The responses from the interviews were assessed using thematic analysis with a template approach. The transcripts were analyzed using Taguette software. Results and Discussion: While the majority of managers belong to Generation Y, they report that Generation Z employees present the most significant managerial challenges. Over half of the managers indicated the challenges in the management process are primarily related to work commitment and discipline, irrespective of generational differences. On the other hand, evaluations from the remaining managers, regardless of their own generational affiliation, indicate that intergenerational conflict is prevalent in organizations, with Gen Y standing out in terms of compatibility with other generations and adaptation to today's business conditions. Furthermore, generations are primarily differentiated by their work habits and communication styles. Additionally, while having relatively high expectations regarding job design and workplace conditions, Gen Z possesses valuable attributes such as adaptability and technological proficiency, which are crucial for the future of organizations. Managers also agree that prioritizing the work environment, flexibility, recognition, participation in decision-making, and professional growth are essential for business success. The study concluded with recommendations for managerial strategies and human resources policies, aimed at optimizing organizational practices. Business and commerce/Business and management Social science/Business and management Biological sciences/Psychology Social science/Psychology Generation Z Leadership Motivation Work Behavior Qualitative Research Figures Figure 1 1. Introduction 1.1 A Review of the Literature on Generations Generational cohorts are groups of individuals born within the same period who share common characteristics and behavioral patterns, influenced by a shared cultural context (Campbell et al., 2015 , p. 1). A sociological approach emphasizes the experiences of individuals during a "tempo of change" in their formative years, often due to significant historical events (Mannheim, 1952 , p. 181). Research on generations has identified distinct groups within the workforce, including Baby Boomers, Generation X, and Generation Y (Twenge et al., 2010 ). Studies indicate that theorists have framed generations within different periods and with different labels (Cennamo & Gardner, 2008 ). Generally, Baby Boomers are defined as those born before 1960; Generation X, as those born between 1960 and 1979; Generation Y, as those born between 1980 and 1999; and Generation Z, as those born in 2000 and beyond (Bejtkovski, 2016, pp. 107–111). The differentiation of work behaviors across generations was also evident in previous generations, and several studies have focused on comparing generations for this reason. In the 2000s, when Generation X began to assume managerial positions, numerous studies focused on the differences between Baby Boomers and Generation X. These studies offer valuable insights for managers seeking to optimize team dynamics and productivity. Nevertheless, studies have reported more common work behaviors than expected (e.g., Jurkiewicz, 2000 ). In later years, Generation Y was frequently discussed in the literature as well as in organizations. For example, Cennamo and Gardner ( 2008 ) contribute to this field by providing a nuanced perspective on generational work values and outcomes, specifically challenging prevalent stereotypes surrounding Baby Boomers, Generation X, and Generation Y. Their work suggests a more complex reality than is often portrayed in popular discourse. Furthermore, Deal, Altman, and Rogelberg ( 2010 ) offer a critical review of existing literature focused on Millennials (Generation Y), providing practical recommendations for managers. Finally, in subsequent years, Generation Z also began to be included in organizational studies (Zemke et al., 1999 ), and studies comparing all four generations have begun to be conducted (Bejtkovský, 2016 ). These studies provide a comprehensive overview of the broader research landscape on generational differences, including a crucial discussion of the inherent challenges and limitations associated with this area of study. Within the relevant literature, certain studies have compared Generation Z and other generations with respect to work behaviors. According to Montana and Petit ( 2008 ), both Generation X and Generation Y highly value respect and competitive compensation as key motivators. Nevertheless, Generation Y and Generation Z explicitly prioritize cultivating healthy interpersonal relationships within the professional environment. Furthermore, the 2023 Deloitte report indicates that Generation Y and Generation Z prefer hybrid work arrangements to achieve a better balance between their work and personal lives. Borg et al. ( 2023 ) analyzed the specific difficulties encountered by Generation Z project managers, emphasizing the importance of mentorship, training, support, and reasonable workloads. According to Lee et al. ( 2021 ), factors influencing Generation Z employees' work engagement include transformational leadership and work-life balance as essential determinants. Said et al. ( 2020 ) examined Generation Z's job expectations and traits, underscoring the importance of providing employers with guidance on training, communication, and management approaches. Saxena ( 2024 ) reported that modern mentoring techniques are crucial for developing leadership, communication skills, and personal growth in younger generations, specifically Generation Y and Generation Z. Similarly, Panwar & Mehta ( 2019 ) proposed implementing mentoring programs in educational institutions and companies to cultivate leadership abilities in Generation Z. Much research has also focused on the disparities in work behavior among different generations and identified particular characteristics, providing insights into the distinct motivations, attitudes, and personality traits of each generation. However, when the findings of these studies are examined, it is observed that characteristics once attributed to Baby Boomers, depending on the generation to which they were compared, subsequently became defining characteristics of Generation X in later periods. This reveals inconsistencies among the literature findings. To explain this situation, the ambiguity in the time intervals defining generations (Bejtkovský, 2016 ), and the variable impact of wars and macroeconomic events, coupled with geographical differences (Cennamo and Gardner, 2008 ), can be considered. Baby Boomers, having matured during an era of economic prosperity and social change (Roberts, 2012 ), and witnessing events like World War II, the Cold War, and the Civil Rights Movement, gained a unique perspective on diversity, equity, and global affairs (Berkup, 2014 ; Klatch, 2023 ). They are known for their strong work ethic, dedication to achieving high standards, emphasis on independence, and ability to maintain a healthy work-life balance (Zemke et al., 1999 ). Having encountered challenges in securing employment due to limited job opportunities and the prevalence of temporary positions, they prioritize external benefits (Edge, 2014 , p. 139; Cennamo and Gardner, 2008 ). Generation X, following the Boomers, experienced a different world. Events such as the fall of the Berlin Wall and the end of the Cold War further influenced their worldview. They encountered rapid technological advancements, economic recessions, and globalization, which fostered adaptability and a preference for work-life balance (Berkup, 2014 ). Generation X is described as autonomous, skeptical, and self-sufficient, having come of age during a period of rapid change. They strive for equilibrium between their professional and personal lives while resisting the influence of authority figures or excessive control over their work (Waltz et al., 2020 , p. 674). Economic recessions and an increasingly globalized and diverse world left their mark on Generation Y's values and perspectives (Berkup, 2014 ). Millennials are known as digital natives, having grown up with the internet and social media. This has shaped their communication styles, their comfort with technology, and their expectations for collaboration and flexibility in the workplace (Deal, Altman, & Rogelberg, 2010 ). Generation Y, the first cohort raised with advanced technology and a global perspective, adapts readily to new circumstances, thinks globally, and is significantly influenced by technological advancements (Montana & Petit, 2008 , p. 37; PWC, 2013; Berkup, 2014 , p. 223; Iorgulescu, 2016 ). Generation Z, the cohort following the Millennials, is growing up in an era of rapid technological change and social and political upheaval (Berkup, 2014 ). With their recent entry into the workforce, coupled with the radical changes in technology and work styles in the post-COVID world, and the macro-level paradigm shifts known as the Great Resignation and Quiet Quitting (Formica & Sfodera, 2022 ; Lee & Shin, 2023), these factors are likely to shape their values and perspectives in unique ways. Compared to previous generations, they are the most diverse generation in history. Generation Z’s work characteristics and expectations will be explained in detail in the following section. 1.2 Generation Z's Work Behaviors and Expectations Towards Work Numerous studies have focused on Generation Z's motivators and the challenges they face in the workplace. Research on workplace motivation across different generations reveals that Generation Z is more susceptible to amotivation, highlighting noticeable generational differences in the importance of various motivational factors (Mahmoud et al., 2021 ). Barhate and Dirani ( 2022 ) found that both internal and external factors influence Generation Z's career aspirations, and they identified various impediments to work motivation among these employees, such as insufficient job satisfaction, unfavorable team dynamics, and an overwhelming workload. Dwivedula et al. ( 2019 ) conducted an empirical study revealing several motivating factors for Generation Z employees, including growth opportunities, organizational support, accountability, interaction, and feedback. Similarly, Nabahani & Riyanto ( 2020 ) indicated that Generation Z employees prioritize meaningful work, learning opportunities, and diversity sensitivity in the workplace. Their motivation and job satisfaction significantly impact their organizational commitment (Nabahani & Riyanto, 2020 ). Pandita and Kumar ( 2022 ) found that perceived organizational support, perceived supervisor support, and corporate prestige positively influence Generation Z employees' job engagement. Rampen et al. ( 2023 ) performed a comprehensive analysis of the factors affecting the productivity of Generation Z workers, emphasizing the significance of job satisfaction, motivation, leadership, and corporate culture. Septiawan and Masrunik ( 2020 ) examined Generation Z work motivations in terms of the aspiration to leverage their interests and talents, excel in their professional endeavors, gain social recognition, and maintain a successful career. They also value being assigned tasks aligned with their interests and talents, having clear objectives, and achieving high product quality while maintaining a balanced workload, fair compensation, and equitable task distribution. Additionally, they advocate for equal rights and responsibilities. Additionally, Bińczycki et al. ( 2023 ) discovered that Generation Z is driven by low-stress levels and gaining public recognition. Kirchmayer and Fratričová ( 2020 ) and Fratrièová and Kirchmayer ( 2018 ) investigated primary obstacles to work motivation and summarized them as a lack of enjoyment in the work content, a negative team atmosphere, an excessive workload, and a lack of purpose in the job. Parallel to these, Grow & Yang ( 2018 ) indicated that a friendly work environment, opportunities for professional growth, and fair compensation are the most significant motivating factors for this generation. Researchers have also emphasized the importance of technological proficiency (Wulur and Mandagi, 2023 ; Chillakuri and Mahanandia, 2018 ), efficient communication, a healthy work-life balance, and prospects for professional advancement (Wulur and Mandagi, 2023 ). Generation Z is characterized by entrepreneurial tendencies and a preference for a flexible work environment (Chillakuri and Mahanandia, 2018 ). Additionally, Generation Z values in-person performance assessments, opportunities for career advancement, and increased job security (Lazányi & Bilan, 2017 ). Furthermore, distinguished by their robust career aspirations and remarkable proficiency, Generation Z often prefers virtual teamwork over in-person gatherings, engaging in the latter only when deemed essential. They possess exceptional proficiency in virtual information sharing and blur the lines between their personal and professional lives and they have a pronounced need for rapid access to information (Bencsik et al., 2016 ). The arrival of Generation Z into professional life highlights variations in motivation, as demonstrated by Mahmoud et al. ( 2021 ), serves as a foundation for research on human resources practices, as explored by Aggarwal et al. ( 2022 ), job design, as examined by Heřmanová et al. ( 2023 ) and so on. According to Schroth ( 2019 ), Generation Z's successful adaptation to professional life can benefit organizations through increased employee satisfaction, productivity, and retention. Therefore, assessing Generation Z's organizational preferences helps identify their work values and expectations, and it also contributes to insights into the evolving nature of work (Deloitte, 2023 ). To sum up related literature, the following table (Table 1 ) presents a generalized summary of generational work behaviors derived from the aforementioned academic literature. It is crucial to acknowledge, however, that individual variations and contextual factors may significantly influence actual workplace conduct, thus precluding the assumption that all individuals within a given generation will uniformly exhibit these characteristics. Table 1 Comparing Generations within Literature Feature Baby Boomers Generation X Generation Y Generation Z Work Characteristics Strong work ethic, dedicated, independent Autonomous, self-sufficient, value work-life balance Adaptable, global-minded, tech-savvy, collaborative Career-focused, tech-savvy, entrepreneurial, flexible, value meaningful work Motivation External benefits, achievement, independence Work-life balance, autonomy, respect Respect, competitive compensation, healthy relationships, hybrid work, feedback Enjoyment, positive relationships, goal achievement, fair compensation, growth opportunities, low stress, public recognition, meaningful work, clear objectives, balanced workload, equal rights Managerial Expectations Traditional, hierarchical management Less reliant on authority, autonomy Collaborative, feedback-oriented, transformational leadership Mentorship, training, support, reasonable workloads, clear communication, modern mentoring techniques, guidance on training, communication, and management approaches Overall, understanding and addressing the specific motivations, expectations, and challenges of Generation Z in the workplace, as demonstrated in the literature, is crucial for human resource strategies and the overall success of organizations. While the literature provides various insights into understanding and managing Generation Z, a thorough and comprehensive evaluation of work design and management is needed. By evaluating Generation Z's work preferences and comparing them with those of other generations from a managerial perspective, insights into the changing dynamics of work can be gained. Therefore, the primary goal of this study is to uncover the differences in work-related behaviors between Generation Z and other generations, and to present their work expectations based on managers' observations. Work-related behaviors are examined within the context of anticipated work circumstances, motivational strategies, professional development, and managerial guidance. Furthermore, the study findings not only examine typical work behaviors of different generations but also address the difficulties faced by managers and the expected behaviors of managers. Accordingly, a qualitative study was conducted using a thematic approach, and managers were interviewed to assess Generation Z’s work behaviors. The study is designed to answer the following research questions: What differentiates the generations (X, Y, and Z) in terms of business practices, according to managers' experiences? According to managers' experience, what are the expectations of Generation Z regarding professional life? Which managerial approaches are appropriate for Generation Z? 2 Materials and Methods 2.1 Study Design Qualitative data were obtained through in-depth interviews. The data analysis employed thematic analysis with a template approach to categorize the interview data. Template analysis, a flexible method of thematic analysis, focuses on bottom-up coding, developing categories and themes through active engagement with the data (King & Brooks, 2017 ). It is a less rigid approach that facilitates more thorough coding, particularly when the data are abundant and relevant (Brooks et al., 2015 ). Śliwa ( 2017 ) elucidates thematic analysis as a flexible method that can be utilized across a variety of philosophical perspectives within qualitative research. While qualitative neo-positivism shares the assumptions of quantitative research by believing in an objective reality accessible through rigorous methods, bounded realism acknowledges an objective reality but emphasizes the limitations of our perspective in fully knowing it. Contextualism challenges the notion of a single objective reality, highlighting the intertwined nature of knowledge and personal interaction. Taking this further, radical constructivism views all reality as socially constructed, with language and power playing key roles in shaping knowledge. These diverse perspectives have significant implications for how researchers approach the concept of generalizability in qualitative studies. The procedure of thematic analysis with a template approach employed in this study is outlined in the Fig. 1 . 2.2 Sampling Procedure The study sample was designed to represent the most relevant population and consisted of mid- and senior-level managers from medium- and large-scale companies in Istanbul. Company size was defined by the number of employees (according to KOSGEB SME company descriptions), and participants were recruited using the snowball sampling method. To reach participants, the Human Resources departments of various institutions across different sectors were contacted individually and via email. Volunteers for the study were then contacted via WhatsApp, Zoom, or face-to-face meetings. The interviews lasted an average of 33 minutes (1670 minutes total for all interviews). Because participants primarily preferred note-taking over recording, their statements were transcribed during the interviews. At the end of each interview, participants were asked to review and confirm the written statements. In this phase, any unclear statements and inconsistencies were reviewed in conjunction with the participant. A total of 50 managers from different departments and sectors were interviewed. The sample size was determined according to the procedure described by Glaser and Strauss ( 1967 ), which involves continuing data collection until saturation is reached. Purposive sampling based on saturation, meaning "observing no new information or themes in the data" (Guest, Bunce, & Johnson, 2006 ), is a widely used method. Comparative analysis was employed to reach the saturation. In this method, researchers continuously compare data to identify themes and patterns as they gather it. Comparative analysis involves identifying similarities and differences in the data and organizing them into broader themes and categories (Saldaña, 2013 ). In this study, each new interview was roughly evaluated, and saturation control was performed by monitoring the emergence of new codes and categories. The interview process was completed once the interviews reached saturation. Therefore, it is assumed that the data obtained from the interviews are sufficient. 2.3 Data Collection Procedure The questionnaire was developed as a structured interview, a specific, predetermined interview technique used to gather specific information from interviewees. This method ensures a focused and precise interview, facilitating easy comparison among interviewees. However, it may limit the collection of comprehensive data and the interviewer's ability to interject. Despite these limitations, this method is suitable for researchers with a clear understanding of the topic (Alsaawi, 2014 ). The interview questions were developed based on findings from the literature, evaluated by three experts in the field, and reviewed by three HR managers to improve the clarity of the questions before the interviews. No restrictions were placed on participants regarding their understanding of the questions during the process. By standardizing the interview questions and framing them within the context of previous studies, the template approach, incorporating both inductive and deductive methods, was used in the analysis to flexibly evaluate the findings (details are explained in Section 2.4). The resulting themes were then rearranged according to the established procedure, ultimately yielding the themes of the study. The interview form consisted of fourteen questions, all developed by the researcher. The first seven questions were socio-demographic: (1) sector, (2) company size, (3) department, (4) managerial tenure, (5) age, (6) gender, and (7) education level. The seven open-ended interview questions are listed below: 1. (Baby Boomers: those born before 1960, Generation X: 1960–1979, Generation Y: 1980–1999, Generation Z: those born in 2000 and later) are generally considered to belong to a generation if they were born between those years. Which generation do the employees you manage primarily belong to? 2. Which generation do you have the most difficulty managing? 3. What are the most challenging aspects of the management process for you? 4. What are the differences in work life between Generations X, Y, and Z? 5. What kinds of problems do generational differences cause in managerial processes? 6. What are Generation Z’s expectations for work life? 6.1 Are there any expectations regarding the manner or conditions of work? 6.2 What motivational tools are effective? 6.3 What are effective methods for reward and punishment? 6.4 What are their expectations for promotion? 6.5 What are their expectations of their managers? 7. How do you think Generation Z should be managed? 2.4 Data Coding Śliwa ( 2017 ) explains thematic analysis with a template approach with the steps familiarization with the data, preliminary coding, clustering (creating priori themes), developing the initial template, modifying the template, defining the ‘final’ template, using the template to interpret the data and writing-up. The final thematic framework in qualitative data analysis is not a static endpoint but rather the result of a dynamic and iterative process of refining themes. This process includes redefining themes to better capture the nuances of the data, which may involve expanding or narrowing their scope. It also involves reorganizing themes by moving them between clusters to enhance the logical flow and coherence of the analysis. Additionally, new themes or clusters may be added to accommodate emerging insights, while those that become redundant or irrelevant may be removed as the thematic framework evolves. This iterative process ensures that the final framework accurately and comprehensively reflects the complexities within the data. Additionally, Kings et al. (2018) outline a procedure in which transcripts were systematically reviewed from beginning to end to gain familiarity with the data. During this process, challenging or distinctive words were identified and marked as keywords or phrases, along with their original statements; this is known as preliminary coding. Subsequently, in this study prior to commencing the data coding process, a thorough review of the relevant literature was conducted. In an effort to maintain consistency with established terminology, participant expressions were coded using terms derived from this literature review. To ensure clarity and transparency, detailed descriptions of the most salient information were recorded in the annotation section of the software during the initial coding phase, which can be characterized as open coding (Merriam, 2009 ). Subsequently, the relationships between codes were analyzed, and the codes were further refined through comparison to achieve more concise and generalized expressions. The codes were minimized to the greatest extent possible across all transcripts (clustering). Some codes were reused while others were added, contributing to the development of the initial template. The codes were then redefined, with some combined and others becoming subcategories. Themes were then constructed by modifying and defining the "final" template. While the coding process concluded at this stage, certain findings (sections 3.3, 3.4, and 3.5) were further developed into dimensions based on the research questions and theoretical framework, effectively reaching the core phenomena. Taguette software facilitated the analysis of the collected data, enabling the annotation of transcripts and the systematic organization of codes and themes. Initially, a process of open coding was employed, wherein descriptive labels were assigned to meaningful segments of the data, and comprehensive annotations were added to each code to ensure no data loss. The subsequent stages of refining and restructuring the codes, along with the development of preliminary themes and initial clusters, were also conducted within the Taguette. The emergent findings were then exported to M. Excel for further analysis and the finalization of the thematic framework. M. Excel's pivot table functionality aided in the final organization and refinement of the themes. To enhance trustworthiness and mitigate interviewer bias, in addition to participants validating their interview transcripts at the stage of interview, peer debriefing was conducted to ensure the reliability of the thematic analysis. Peer debriefing referred to as analytic triangulation, is a process in which a researcher engages an external peer, one not involved in the research project, to critically examine the researcher's reasoning and interpretations throughout any stage of the research process (Given, 2008 ). Accordingly, an academic expert in the same field reviewed the themes and codes, discussed their views, and interpreted the overall findings. 2.5 Participants Table 2 presents descriptive data for the participants. Summarizing the information in the table, the participants are categorized by the size of the companies where they work: 19 participants are managers in companies with 50 + employees, 11 are managers in companies with 1001 + employees, 9 are managers in companies with 100 + employees, 7 are managers in companies with 250 + employees, and 4 are managers in companies with 500 + employees. Regarding education level, the majority of participants hold undergraduate or associate degrees (40 participants), 8 hold master's degrees, and 2 are high school graduates. The gender distribution is relatively balanced, with 21 female and 29 male participants. In terms of managerial experience, the most common category is "1–5 years" (17 participants), followed by "6–10 years" and "11–15 years" (11 participants each). The least represented categories are "16–20 years" (6 participants) and "20 + years" (5 participants). In summary, the participants are managers from companies of various sizes, predominantly hold undergraduate degrees, and mostly have 1–5 years of managerial experience. There is a balanced gender distribution, and the majority of participants belong to Generation Y. Table 2 Descriptive Information of Participants Participant Company Size (N of employees) Gender Education Level Managerial Tenure (year) Manager Gen Dominant Gen for Followers Difficult Gen for Management 1 1001+ M Bachelors 6–10 Y N Y 2 50+ M High school 16–20 Y Y Z 3 500+ M Undergraduate 16–20 Y Y X 4 50+ M Undergraduate 1–5 Y N Z 5 250+ M Master 20+ Y Z Z 6 500+ F Bachelors 20+ X Y Z 7 50+ F Bachelors 11–15 X N Z 8 50+ M Bachelors 6–10 Y Y Z 9 100+ F Bachelors 11–15 Y Y Z 10 50+ F Bachelors 16–20 Y Y Z 11 500+ M Bachelors 20+ X Y Y 12 50+ F Bachelors 11–15 Y Y X 13 500+ F Bachelors 6–10 Y Y N 14 1001+ M Bachelors 20+ X Y Z 15 250+ F Bachelors 1–5 Y Y X 16 50+ M Bachelors 11–15 Y Z Y 17 100+ M Bachelors 6–10 Y N N 18 50+ M Master 6–10 Y N Y 19 50+ M Bachelors 6–10 Y N X 20 50+ M Bachelors 11–15 Y N Z 21 1001+ F Bachelors 1–5 Y Z Z 22 1001+ M Bachelors 1–5 Y N Z 23 50+ M Bachelors 1–5 X Y Y 24 50+ M Bachelors 16–20 X Y Z 25 50+ M High school 11–15 Y Z Z 26 50+ M Bachelors 16–20 X Z Z 27 250+ F Bachelors 1–5 Y Y Z 28 100+ M Bachelors 1–5 Y Y Z 29 1001+ F Master 1–5 Y Z N 30 1001+ M Bachelors 6–10 Y N Z 31 250+ M Bachelors 20+ Y N Z 32 100+ M Bachelors 6–10 Y X X 33 50+ M Bachelors 1–5 Y N Z 34 250+ F Bachelors 1–5 Z Y X 35 1001+ F Master 1–5 Y Y N 36 250+ F Bachelors 1–5 Y Y Z 37 100+ F Bachelors 1–5 Y Y Z 38 50+ F Bachelors 11–15 Y Y Z 39 50+ M Bachelors 6–10 X N Y 40 50+ F Bachelors 1–5 Y N Z 41 1001+ F Bachelors 1–5 Y Z X 42 250+ M Bachelors 1–5 Y Z X 43 1001+ M Bachelors 11–15 X N Y 44 50+ F Master 11–15 Y N Z 45 100+ F Master 11–15 X N BB 46 1001+ M Bachelors 6–10 Y Y Z 47 1001+ F Bachelors 11–15 Y N Z 48 100+ M Bachelors 6–10 X X Z 49 100+ F Master 16–20 Y Z Z 50 100+ M Master 1–5 Y Y Z 3 Results 3.1 Dominant Gen in the Workplace When asked about the dominant generation they manage, participants generally answered directly. Most identified Generation Y as the dominant generation. According to managers from Generation X (5), Generation Y (16), and Generation Z (1), the dominant generation they manage is Generation Y. However, seventeen managers stated that no specific generation was dominant, nine stated Generation Z, and two stated Generation X. Only one manager provided feedback about Baby Boomers as summarized in Table 3 . Table 3 Comparing Managers Gen with Followers Dominant Gen Manager Gen No X Y Z Total X 4 1 5 1 11 Y 13 1 16 8 38 Z 1 1 Total 17 2 22 9 50 3.2 Difficult Gen in the Workplace Participants were also asked which generation presents the most difficulties in the management process. Managers primarily identified Generation Z as the generation they struggle to manage. Here are some example statements from participants: Participant 2: " We are spending a little more time on tasks involving Generation Z ." Participant 9: " In fact, such a generalization is not very accurate, but I can say Generation Z differs from others. ” Participant 28: “ The generation from which we benefit most is Generation Z, but the generation I have the hardest time managing is Generation Z again. With a new transformation and digitization in business, Generation Z is recreating everything we know. Therefore, a separate concept of governance is developing. " Consequently, managers recognize the advantages of Generation Z's participation in professional life, but they have not yet fully adapted to managing this generation's work styles and expectations. An analysis of the responses based on the managers' gender and generation did not reveal any discernible patterns or biases. Detailed information is presented in Table 4 . Table 4 Comparing X-Y-Z Gen within the scope of difficulties in the management process Generation Difficult to Manage Manager Gender BB YZ X Y No Z Total Male 4 7 1 17 29 Female 1 1 4 2 13 21 Total 1 1 8 7 3 30 50 Generation Difficult to Manage Manager Gen BB YZ X Y No Z Total X 1 4 6 11 Y 1 7 3 3 24 38 Z 1 1 Total 1 1 8 7 3 30 50 3.3 The Most Challenging Aspects of the Management Process Participants discussed challenges they face in management. Twenty-nine managers emphasized problems between managers and subordinates unrelated to generational differences. Here are some sample statements about these non-generational managerial challenges: Participant 25: “ Generally, I can give examples of employees' thoughts, attitudes, and actions. For example, a staff member I recently hired shows respect for me, whereas the previous staff member showed less respect or disliked me. Additionally, I can provide examples of staff members who exploit my good intentions and misuse my kindness, such as informing me about being ill and then requesting permission to meet with a friend and share the information on social media. I can give an example of someone who does not come to work and goes to play backgammon with their friends. ” Participant 32: “… it is to adapt employees to the workplace, regardless of generation, and then to ensure that work is not disrupted and that there is harmony between employees. ” Participant 35: “ …the most challenging aspects of the management process are resistance to change .” Participant 36: “ The most challenging aspect of the management process is to hold discussions and meetings on countless different topics, pay attention to each, concentrate, listen actively, and make effective decisions. ” Other participants stated that generational differences are often problematic in fulfilling their managerial responsibilities. Some mentioned issues represent more than one category; in these cases, more than one category was counted for each manager. Culture differences (16 times), intergenerational conflict (15 times), expectation differences (15 times), communication (13 times), work habits (13 times), and compromise (10 times) were the main reported challenges. Managers also stated that these differences cause problems in areas such as work outcomes, employee motivation, commitment, job satisfaction, adaptation to new work conditions, and discipline. The following statements from participants illustrate these challenges: Participant 3: “ Generation Z is intelligent and educated; they have more and more practical thoughts. Generations X and Y have experience, and young people have new ideas. For instance, Generation Z is attempting to modify the tasks performed by Generations X and Y and alter their methods. Generation Y does not accept this because they are not open to innovation. In this way, differences of opinion arise, and teamwork is affected. As a result, motivation decreases .” Participant 9: “ First of all, there is a communication gap. There must be a difference in how you explain things to Generation Z and Generation X, as well as variations in the methods you employ. While one approach is heavily reliant on technology, the other relies more on manual methods, including detection. In terms of obedience, Generation Z is highly rebellious, while Generation Y is more submissive. ” Participant 21: “ Since each generation has its expectations and ways of working, the method we use in Generation X may not suit Generation Y, which may cause inefficiency in the work. This situation requires us to follow different processes for each generation, such as tariffs, awards, and evaluation of success .” Participant 23: “ Each generation needs to be managed separately. It is a time-consuming problem. Each generation has different expectations and work styles. Workloads also need to be different. Since Generation X has a certain work culture, it is difficult to adapt to technological changes. While Generation Z is open to innovation and demonstrates dominance, there are instances where it appears they lack clarity about their desires. Generational differences pose a challenge, as they tend to manifest themselves in the workplace. When internal conflict arises, it becomes difficult to manage. Employees form the backbone of the company. Their communication is essential. They do not have to talk or meet in their private lives; however, in business life, these things should not reflect on their work ." 3.4 Comparing Generations in the Scope of Job Traits Participants were asked about the differences between generations regarding job traits. They compared Generations X, Y, and Z based on their observations. Here are some example statements: Participant 18: “ Generation Y, on the other hand, does not have much sense of belonging to work. They value their freedom, although not as much as Generation Z. Generation Z is the generation that opposes authority. They want to be free and are very sensitive to social problems and injustice in the work environment. In general, they are impatient and get bored of everything quickly .” Participant 21: “ Generation Y, like Generation X, is a hard-working generation that also puts in much effort. Generation Z, on the other hand, is very independent and impatient; they want to get what they want as soon as possible, but the fact that they want everything instantly causes them to be ambitious .” Participant 22: “ Generation X does its job more classically. Methods other than technology are more useful for them. They initially got along poorly with Generation Y, but they improved their communication over time. Generation Y is more practical than Generation X because they were born and entered the business world when many important events were taking place around the world. They excel in technology, firmly establishing themselves as part of the digital era. Generation Y is a bridge between Generation Z and Generation X. Since Generation Z was born with technology, they can obtain any information in seconds. For this reason, they are more impatient than other generations and do not appreciate what they have. In addition to personal space and working hours in the workplace, it is important for them that the work they do is interesting. They want to use their creativity. They are hungry for new knowledge and try to get things done independently .” Priori themes regarding generational differences encompassed a wide range of traits. For Generation X, 71 traits were merged into 18 themes, while for Generation Y, 54 traits were combined into 22 themes. Generation Z exhibited 155 traits, categorized into 43 themes. Characteristics such as dedication to work, consistent high performance, acceptance of work conditions and managerial decisions, goal orientation, and work prioritization were grouped under the category " task orientation". One of the most prominent work traits for Generation Z, defined as "seek for satisfaction at task," was composed of codes such as enjoyment of work, meaningful work, influence in decision-making, opportunities for growth and development, recognition and appreciation, work-life balance, fair compensation and benefits, and a positive work environment. The development of these categories also involved the use of general terminology. While the number of categories developed by the researcher is inherently subjective, it should be maintained at a manageable level (Merriam, 2009 ). Therefore, to identify common themes across generations, individual traits were strategically combined (e.g., consolidating "flexibility" and "adaptability" or "experience" and "discipline") to establish overarching themes applicable to all generations. This process resulted in a total of 20 overarching themes. The findings are summarized in Table 5 . Table 5 The differences among the generations (X-Y-Z) in the scope of business practices Traits Gen X (frequency) Gen Y (frequency) Gen Z (frequency) Resistance to change 9 1 0 Experience and discipline 8 (high) 0 8 (low) Flexibility and adaptability 2 (low) 9 (high) 13 (high) Traditionalism 12 0 0 Task orientation 18 (high) 3 (low) 0 Adherence to rules 4 (high) 0 10 (low) Risk avoidance 5 (high) 2 (low) 0 Integrative 0 9 0 Intrapreneurial 0 5 12 Career- oriented 0 18 0 Productivity 0 4 (high) 2 (low) Seeking satisfaction at task 0 0 17 Curiosity and inquiry 0 0 4 Impatience and demandingness 5 (low) 1 (low) 20 (high) Communication problems 1 0 5 Technology orientation 0 0 15 Openness to innovation 0 0 7 Commitment 0 0 7 (low) Inferior performance under pressure 0 0 5 Unrealistic expectations 0 0 6 3.5 Gen Z’s Expectations from Business Life Managers were asked to evaluate Generation Z's expectations regarding professional life in terms of working style and conditions, motivation tools, effective methods for reward and punishment, promotion expectations, and leadership expectations. The most frequently encountered themes regarding Generation Z's expectations were flexible working (44 times) and rapid career progression (43 times). Managers stated that expectations regarding the quality and atmosphere of the work environment are more important for Generation Z compared to other generations (32 times). Examples of participant statements are provided below: Participant 7: “ Since Generation Z is a social generation, they want to combine work and leisure. So, it is like working and then sitting in a cafe with friends after work. That is why Generation Z wants flexible working hours. They do not like working hard and wasting time at work. They want to work less and more effectively. The comfort of their work area is also important to them. I observed that they work much more efficiently where they feel they belong.” Participant 8: “ Generation Z wants to go to work whenever they want and leave work whenever they want. When you cannot gain their attention, it is impossible to keep them at work. They want to increase efficiency by working fewer hours. I think the field they work in should be familiar to them. In addition, opportunities such as working from home make them even more satisfied .” Participant 15: “ In terms of working conditions, it is extremely important for them to have areas to rest. They make sure that their working environments are more friendly and comfortable .” Participant 29: " Desire for hybrid work, rest and entertainment areas in offices, flexible working hours, motivational activities, and educational support ." When managers were asked about Generation Z's expectations from business life, the responses were coded 1433 times. Each manager's view (as shown in Table 6 ) was identified across multiple business practices. These codes were then reorganized into 55 distinct themes. At this stage, an assessment was made as to whether organizational characteristics (size, sector) were a determining factor, but no such determining characteristic was found. The themes obtained were theoretically evaluated and summarized under the dimensions presented in Table 6 . Table 6 Gen Z’s expectations from business life Dimensions of Business Practices Themes Total Frequency (514) Managerial Approach Open door policy (28) Managerial flexibility, employee-oriented (19) Decision-making involvement (13) Supportive leadership (12) Fair management (10) Autonomy (10) Trust in leadership (8) Transparency in information sharing (8) Less hierarchy (5) 113 Career Advancement Rapid career progression (43) Merit-based promotion (16) Opportunities for advancement (9) Clarity in potential career paths (7) Entrepreneurship (1) Career abroad (1) 77 Compensation & Benefits Reward/bonus system (31) Financial motivation (29) Vacation (10) Flexible benefits (3) 73 Working Conditions Flexible working hours, flexible physical spaces (44) Work-life balance (11) Conditions conducive to productivity and well-being (5) 60 Workplace Environment Desirable working environment and modern equipment (32) Social events (27) Dress code (4) Positive atmosphere (4) Special days (4) 71 Disciplinary Actions Deprivation of reward, not punishment (21) Demotion as punishment (11) Written warning (7) Pay docking (7) Progressive discipline (3) Verbal feedback as a discipline (2) 51 Recognition & Feedback Appreciation (19) Constructive feedback (12) Regular recognition of achievements (5) 36 Personal Development Learning and growth opportunities (16) Gamification (6) Personal expression (6) Personal goals (4) Corporate social responsibility initiatives (1) 33 3.6 Managers’ Views on the Management of Gen Z Finally, participants were asked to share their perspectives on managing Generation Z. 140 codes were generated from managerial views on what actions should be taken. Following the organization of these codes, 22 themes were developed. Some of the generated themes were then merged. The individual comments of a single participant regarding "financial conditions" and "employer branding" were excluded from the analysis. The theme "Promoting Transparent Communication Channels" was merged with the codes related to open and informal communication. Consequently, 17 themes were retained. A word cloud visualizing the frequency of these themes is presented below. As can be seen, the most salient managerial expectation identified by the participants was "valuing and recognizing." Picture 1. How to Manage Gen Z The following section contains some comments from managers. Predominantly, managers agree on the importance of flexibility, participation in decisions, a positive and technological work environment, how they are treated, working conditions, and professional development. Participant 5: “ Giving Generation Z freedom will lead to good results from the given work .” Participant 6: “ First of all, you need to be patient. It is essential to comprehend and clarify their intentions. It is important to express yourself correctly, understand what they mean, and respond appropriately. It's crucial to instill a sense of worth in them and to handle and oversee them effectively .” Participant 8: “ Generation Z is a generation that can do outstanding things when trained. They receive the training, apply it immediately, and prefer more practical information .” Participant 15: “… they expect empathy from managers. They want to be understood. They anticipate fairness in guidance and responsibility allocation. They do not want too much workload and want everyone to be given an equal workload .” Participant 17: “… I think the easiest and most accurate way for Generation Z to manage is by making them think they are managing .” Participant 47: “ Generation Z is a generation prioritizing understanding and listening. They typically hold opinions on various topics, demanding consideration and implementation when required. The ideas of Generation Z may seem very different and even absurd to a Generation X manager, but they should not think like that, because this is what being a manager requires. I think the job descriptions of Generation Z, who grew up in a digital world, should consist entirely of jobs that can be done in a digital environment. It is to create spaces where Generation Z can show their freedom and creativity. Thus, they do not have difficulty expressing themselves and can achieve much better work. Discovering the potential of individuals in Generation Z, leading them, and providing suggestions or support for their development plays a major role in increasing their motivation, productivity, and commitment. ” Based on this information, the features representing management styles are grouped according to management styles, and a comprehensive framework is presented on how Generation Z should be managed. Table 7 summarizes the gathered information. Table 7 Management Styles for Gen Z Manager Features Themes Total Frequency (138) Supportive and Development-Oriented Appreciation (33) 57 Training and implementation (7) Tolerance and respect (3) Guidance and exploration (14) Performance-based Feedback (9) 22 Goal-oriented (9) Formal mentoring (4) Autonomous and Flexible Job design (11) 17 Adhocracy (6) Transparent and Trust-Building Equity (5) 16 Open dialogue (11) Inclusive and Innovative Autonomy (9) 26 Employee participation (6) Edutainment (11) The findings regarding management styles, from managers' perspectives, emphasize several key expectations of Generation Z. Generation Z employees consider inclusivity and active engagement in decision-making processes crucial. Encouraging collaboration, valuing employee feedback, and fostering a sense of community and belonging appear to be beneficial approaches. The research emphasizes the importance of managers supporting professional development and knowledge acquisition. This approach may entail demonstrating appreciation, tolerance, and respect for their ideas, providing training opportunities, and cultivating a work environment that embraces continuous learning and skill development as integral components of the organizational culture. The performance-based method, which includes formal coaching, feedback, and a goal-oriented approach, also aligns with their working style. Generation Z highly values independence and the capacity to work flexibly. Accordingly, a management approach that encourages individuality and grants autonomy in approaching work corresponds to their preference for a balance between work and personal life and a feeling of empowerment in their positions. Transparency and trust-building are essential for effectively managing Generation Z. This perspective advocates transparent communication and fair treatment that foster a trusting relationship between employees and management. Innovative and inspiring leaders effectively balance Generation Z's desire for continuous learning and personal fulfillment within their work lives. 4 Discussion This study primarily focuses on assessing work-related behaviors across different generations and Generation Z's expectations based on managers' evaluations. Findings indicated that twenty-two interviewees identified Generation Y as the dominant generation they manage. In contrast, the vast majority (thirty managers) identified Generation Z as the generation they find most challenging to manage. Approximately 50% of the interviewees indicated that generational disparities create difficulties in administrative operations. The managerial problems mentioned emphasize the need for Generation Z to acclimate to the professional domain. Nevertheless, it is essential to consider the impact of Generation Z's recent entry into the workforce in this evaluation. Specifically, due to their limited experience and adjustment to the professional world compared to earlier cohorts, it is plausible that the youngest generation in the workforce might be assessed differently. In addition, the participants offered other ideas regarding regulations for the corporate setting. Multiple studies in literature provide data on the integration of Generation Z into the corporate world, the adaptation of company procedures to accommodate Generation Z, and strategies to enhance their motivation and productivity. These studies include the works of Wulur and Mandagi ( 2023 ), Nabahani and Riyanto ( 2020 ), Pandita and Kumar ( 2022 ), Rampen et al. ( 2023 ), Borg et al. ( 2023 ), Said et al. ( 2020 ), Panwar and Mehta ( 2019 ), Schroth ( 2019 ), and Kirchmayer and Fratričová ( 2020 ). The findings of this study regarding the work-related behaviors of different generations are consistent with those of earlier studies. Generation X demonstrates a significant propensity for resisting change, along with a pronounced emphasis on experience, discipline, traditional values, task-focused behavior, risk aversion, adherence to rules, patience, and relatively lower levels of flexibility and adaptability compared to Generations Y and Z. Prior studies in the literature have also reported similar findings, suggesting that these characteristics are significant (e.g., Waltz et al., 2020 ; Montana & Petit, 2008 ). Generation Y, also known as the millennial generation, is characterized by its strong focus on careers and ability to effectively collaborate with both older and younger generations. They possess a remarkable degree of flexibility and adaptability, distinguishing them from other generations. The literature (Montana & Petit, 2008 ; Lazányi & Bilan, 2017 ; Berkup, 2014 , p. 223; Iorgulescu, 2016 ) reveals similar results. Generation Z exhibits notable flexibility, adaptability, an intrapreneurial mindset, a need for task fulfillment, a willingness to embrace innovation, and a strong orientation toward technology. Nevertheless, prior studies (Chillakuri & Mahanandia, 2018 ; Bencsik et al., 2016 ) have shown a lack of commitment to regulations and impatience. An analysis of prior studies shows that comparisons between generations and the timeframe of studies influence the reporting of work behaviors. This highlights the need for longitudinal studies to assess changes over time. The COVID-19 pandemic led to the perception of older generations as disadvantaged groups in the workplace (Jung et al., 2021 ). However, the results vary depending on whether the comparison is limited to Generations X and Y (as in Berkup, 2014 ) or includes previous generations (Leiter et al., 2009 ). Researchers have obtained findings that attribute the same work behaviors to certain generations at varying intensities (e.g., Benson & Brown, 2011 ; Mencl & Lester, 2014 ). This study also assigns typical characteristics to different generations at varying levels. For instance, both Generations Y and Z exhibit high levels of flexibility and adaptability, while Generations X and Y share similar behaviors in terms of impatience and demandingness In many ways, the behavior patterns and perspectives of previous generations have also evolved. Consequently, all employees, for instance, with high adaptability are able to demand the advantages of the new world of work. In this sense, the proposed managerial skills are relevant to the entire workforce of an organization. The findings of this study regarding managers' evaluations of Generation Z's expectations from their managers and organizations make significant contributions to the literature on work design, organizational structure, leadership behaviors, and HR policies (as summarized in Table 6 ). Given that participants represent firms of varying sectors and sizes, it is evident that the aforementioned expectations may not be universally applicable. For instance, while "flexibility" is prominent among their demands, providing such flexibility is not feasible for someone working in a manufacturing plant or an airport. High-risk professions (such as the healthcare sector) are not suitable for participation in initiatives and decision-making. Expected fringe benefits (training, structured pay, reward/penalty systems) may not be manageable under a systematic structure in small businesses. As the most frequently reiterated demand in the study was "valuing and recognizing," a common ground can be found through transparent communication that presents justifications. Table 7 , developed using the study's findings, serves as a checklist of desired leadership qualities relevant to Generation Z's expectations. While not corresponding to a specific leadership style, the checklist incorporates attributes identified in previous literature. The literature suggests that Generation Z followers are associated with certain leadership styles. Consistent with the servant leadership principles emphasized by Dwidienawati et al. ( 2021 ), this study identified inclusion, active participation in decision-making, and a strong emphasis on feedback and community as essential expectations of Generation Z. These traits correspond to the attributes of servant leadership, including empowerment, humility, and stewardship. These qualities prioritize creating a supportive, guiding, and inclusive work environment. Moreover, the analysis highlights the importance of leaders demonstrating honesty, justice, and sincerity. These qualities have been linked to successful leadership for Generation Z, as stated by Pahrudin, Marina, and Agusinta ( 2018 ) (cited in Lim, 2024 ). These experts propose that ethical leadership, which includes principles such as honesty, justice, and altruism, aligns with the aspirations of Generation Z for leaders who not only set a good example but also prioritize the organization’s goals and personal growth. Komalasari et al. ( 2022 ) highlight that Generation Z seeks leaders who can foster constructive communication and effectively articulate organizational objectives. These findings are consistent with the study's findings, which show that Generation Z emphasizes openness and trust-building. They want leaders to engage in clear, fair, and direct communication to establish a trusting relationship with their team members. Generation Z also desires a performance-driven approach that includes structured guidance, constructive criticism, and a results-oriented structure. This approach aligns with what Yukl (2013) describes as the transformational aspects of leadership. This strategy not only serves as a source of motivation but also corresponds to the aspirations of Generation Z for personal and professional advancement. It highlights the importance of leaders who can inspire and encourage continuous learning and career progression. Ultimately, this study finds that management approaches effective for Generation Z align with both servant and transformational leadership styles as discussed in the existing literature. This alignment suggests that such approaches can enhance employee engagement and productivity. To effectively engage and retain Generation Z individuals in the workplace, it is important to combine ethical principles and prioritize an atmosphere that fosters empowerment, personal growth, and transparent communication. Additionally, intergenerational organizational collaboration can be enhanced with adaptive and authentic leadership behaviors (Laudert, 2018 ). Although the characteristics examined in this study do not represent a standard leadership strategy, they highlight the beneficial traits seen in several established leadership types. Various studies have consistently found that positive leadership traits have a beneficial impact, but negative leadership traits have detrimental consequences (e.g., Fischer & Sitkin, 2023 ). Currently, changing business conditions are causing leadership behaviors to acquire new attributes by prioritizing specific challenges, such as technology (Aranega et al., 2023; Behie et al., 2023 ), remote working (Avlani & Charalampous, 2024 ), and sustainability (Piwowar-Sulej & Iqbal, 2023 ; Freze et al., 2023 ). Nevertheless, this study does not assert that all the mentioned characteristics are present in every situation and every leader. In other words, leadership should be adaptable to specific circumstances, considering factors such as time, company size, and sector, rather than adhering to a specific typology. Similarly, Tidhar's (2022) study defines the leadership abilities required to effectively manage Generation Z as including sincerity, training proficiency, adaptability to change, emotional intelligence, interpersonal communication, and the capacity to deliver continuous feedback. Work practices shaped by leadership will positively affect Generation Z’s motivation and therefore desired work-related outcomes (such as performance and commitment). Coaching, peer mentorship, and knowledge-sharing opportunities enhance employees' abilities and promote dedication. Ryan and Deci ( 2017 ) propose that providing positive feedback can significantly influence the levels of interest, contentment, and commitment among employees. Meaningful feedback, recognition, and encouragement can act as catalysts to improve performance, promote competence, and cultivate excellent working relationships. Furthermore, implementing a fair and equitable compensation system (Eijkenaar, 2013 ) and providing recognition (Slaven, 2019 ) serve as effective motivators for individuals. Hope ( 2016 ) indicates that, specifically, rewards and opportunities for career growth motivate Generation Z. Accordingly, both financial and non-financial rewards and recognition have a substantial impact on job satisfaction (Bari, Fanchen & Baloch, 2016 ). Furthermore, professional advancement affects both job satisfaction and organizational commitment (Rahayu, Rasid & Tannady, 2018 ). Generation Z is characterized by individualism and an entrepreneurial spirit. They value personal autonomy and opportunities to enhance their professional skills in the workplace. They prefer a work environment that offers flexibility, enabling them to balance their work and personal lives while adhering to ethical standards. They value collaboration but also personal autonomy. To enhance their motivation and foster personal development, they require feedback and guidance. Generation Z employees excel in a work environment that grants them personal autonomy and the freedom to work according to their preferences and needs. Their motivation stems from the prospect of exerting control over their work and making meaningful contributions. Granting autonomy in the workplace can result in heightened job satisfaction and engagement among Generation Z employees, ultimately bolstering their overall performance and achievement. Competence emphasizes Generation Z's desire to acquire and excel in various skills within their respective roles. This generation highly values opportunities for personal and professional development, continuous learning, and constructive feedback that validates their skills and assists them in advancing their careers. Additionally, the findings indicate that Generation Z needs to establish meaningful connections and a sense of belonging in their professional environment. This increases their inclination toward work environments that promote collaboration, teamwork, and interpersonal interaction. By integrating these principles into organizational operations—such as granting autonomy in decision-making, facilitating skill development and advancement, and cultivating a sense of belonging and connection within the workplace—organizations can establish an environment that aligns with the requirements and preferences of Generation Z employees. This strategy can potentially enhance employee performance, well-being, and retention, ultimately contributing to organizational success. By understanding and addressing these motivational drivers, companies can effectively manage and support the unique characteristics and expectations of Generation Z employees, ensuring a positive and fulfilling work environment. Finally, it is crucial to acknowledge that the study's findings and recommendations not only pertain to Generation Z's needs and demands but also hold significance for the expectations of all employees. Additionally, they shed light on the widespread resignations and quiet quitting that have been a topic of discussion since COVID-19, highlighting the need for a new paradigm in the business sector (Lee et al., 2023 ; Rudolph & Zacher, 2020 ; Formica & Sfodera, 2022 ). The COVID-19 pandemic has triggered a transgenerational transformation in the business world, fundamentally reshaping employee expectations. The inadequacy of traditional work models in managing crises has been globally echoed through phenomena such as the "Great Resignation" and "quiet quitting". These trends underscore employees' growing demand not merely for financial gain but for meaningful work-life integration, psychological safety, and autonomy. Post-pandemic, the heightened need for flexibility across all generations has compelled organizations to transition from hierarchical structures to agile, human-centric systems. Accordingly, leadership must prioritize empathy, transparency, and participatory decision-making to enhance employee experience. Furthermore, gains in productivity from digitalization should be reinforced by redefining psychological contracts, embedding fair compensation, flexible work models, and continuous learning opportunities into organizational strategies as indicated in the study’s findings. Ultimately, the post-pandemic work ecosystem can achieve sustainability only through an inclusive and resilient social contract that harmonizes individual needs with organizational goals. 4.1 Strengths and limitations It is essential to consider certain limitations when interpreting the results of this research. Initially, the inherent characteristics of the qualitative research methodology create constraints. The analysis of qualitative data relies on the researchers' subjective understanding, which may diverge from the intended viewpoints of the interviewees. Another potential drawback of the study could be the use of a thematic approach and single-coder analysis. With member checking, the interviewer’s findings could also be evaluated by the participant. cross-validation could control interviewer bias. data triangulation could provide a more objective assessment by including the views of Generation Z. Using a structured interview restricts potential discoveries by establishing a specific framework for conducting the interview. Also the number of questions limits the study. Secondly, there are limitations regarding the chosen sample, as most participants belong to Generation Y. The perceptions of Generation Z are commented on by both Generations X and Y (although only one manager from Generation Z was contacted). The study exclusively concentrates on the experiences and impressions of managers, perhaps disregarding the viewpoints of Generation Z employees themselves. Additionally, the snowball sampling method can introduce bias when attempting to accurately represent the entire population. The sample size could also be a limitation. Although the insights from fifty managers are valuable, increasing the sample size would enhance the study's reliability and better represent various industries and organizational sizes. Confining the study solely to Istanbul, it may limit the results' applicability to other regions or countries, potentially overlooking cultural or contextual differences in Generation Z's perceptions of the workforce. Despite these limitations, the study has several strengths. The in-depth interviews allow for a detailed examination of the subject, yielding rich data on managers' experiences and viewpoints on the presence of Generation Z in the workforce. By employing a methodical approach to examining the interview transcripts, the study ensures accuracy and reliability in interpreting the data, bolstering the validity of its findings. Peer debriefing strengthens the interview bias. The template technique offers the benefits of both inductive and deductive analysis. Furthermore, the inclusion of fifty managers from diverse sectors and work positions strengthens the reliability and applicability of the study, encompassing a wide array of perspectives. The findings offer a comprehensive understanding of the managers' experiences with Generation Z, considering both their strengths and weaknesses. The findings are expected to provide valuable contributions to both scholars and practitioners. 4.2 Implications for Further Research This study contributes to the literature with comprehensive findings related to the differences in work behaviors across Generations X, Y, and Z, and Generation Z’s expectations of professional life and their managers. However, because this study's evaluations are based on managerial experiences, studies in which different generations evaluate each other and/or themselves in work processes may yield different results. Comparing multi-dimensional evaluation results could lead to more objective findings. Longitudinal studies monitoring the development of Generation Z's work behaviors and expectations over time would provide significant insights into their ability to adjust to shifting workplace dynamics and organizational cultures. By longitudinally monitoring key performance indicators and satisfaction measures, researchers can identify trends, patterns, and potential factors influencing Generation Z's career paths and organizational outcomes. Implementing this longitudinal strategy would provide valuable insights for talent management and retention initiatives, with the goal of maximizing Generation Z's contributions to organizational success. Integrating the expectations of Generation Z with those of earlier generations, such as Generations X and Y, could illuminate future organizational dynamics and provide a more comprehensive view for practitioners. Expanding the scope of the research to encompass multiple cultural contexts, in addition to Istanbul, would enhance our understanding of how cultural factors impact the attitudes and behaviors of Generation Z in the professional environment. Examining diverse regions and cultural contexts could provide insights into how cultural norms and practices influence the work values, behaviors, and expectations of Generation Z. This information could be used to develop cross-cultural management practices specifically designed to effectively engage and motivate Generation Z personnel in various environments. The generalizability of the findings can be increased with a larger sample and geographical diversity. In another study, the situation can be evaluated by focusing on specific sectors and making a comparative analysis of where Generation Z is advantageous (flexible) or disadvantaged (bureaucratic). On the other hand, groups where the manager generation and the follower generation are more heterogeneous can contribute to seeing prejudice and sociological dynamics. Combining quantitative methodologies with qualitative research could enhance the depth of qualitative insights by incorporating quantitative data. This approach allows for a more comprehensive understanding of Generation Z's influence on the workforce. An extensive investigation of job-crafting tactics among Generation Z employees could provide insight into how they proactively shape their roles and responsibilities in the workplace. This investigation could entail conducting qualitative interviews or observational research to capture the intricate methods that Generation Z individuals employ in tailoring their professions to match their preferences and values. Considering Generation Z's adeptness with technology, it is necessary to investigate how their technology use impacts their job-crafting tactics. One possible approach is to analyze how digital tools, social media platforms, and remote collaboration technologies contribute to promoting job-crafting behaviors among Generation Z employees. Analyzing the relationship between technology usage and job crafting could provide valuable insights for organizations seeking to leverage technology to empower Generation Z employees to personalize their work experiences and optimize their contributions to corporate objectives. 4.3 Implications for Practice The findings offer valuable insights for practitioners to formulate procedures in both managerial and human resources domains. In addition to the mandatory changes that have emerged in the business world in recent years (including the effects of COVID-19, the Great Resignation, and the subsequent quiet quitting), certain obligations to reshape the business world have naturally arisen with the increasing presence of Generation Z. Comparing the expectations of Generation Z with those of other generations reveals some common ground. However, Generation Z demonstrates a more intense and precise attitude toward these expectations. These expectations are crucial for altering business priorities and identifying competencies needed to meet future professional demands. It is imperative to embrace new management approaches that cater to the unique qualifications of this generation, which are also critical for future organizations. Incorporating mentoring and coaching activities into management style is essential. Furthermore, research indicates that individuals who have the freedom to express themselves, experience a sense of acceptance, and participate in their work environment's decision-making processes tend to exhibit higher levels of motivation in their professional endeavors. Accordingly, managerial flexibility, cooperative decision-making, and autonomy in work processes will positively impact on employees' work attitudes. Engaging Generation Z employees in decision-making processes and seeking advice on organizational concerns can empower them and foster a sense of ownership and belonging in the workplace. Introducing adaptable work regulations that cater to Generation Z's preference for independence and a harmonious work-life balance will improve employee contentment and retention. Creating a conducive environment, incorporating enjoyable learning experiences, and fostering informal communication will enhance their ability to adjust to the workplace. Recognizing employees' contributions and offering opportunities for professional advancement and skill enhancement help to cultivate a positive work environment and encourage employee involvement. Utilizing Generation Z's technological expertise to create new and efficient organizational procedures can improve efficiency and competitiveness in the digital era. In addition, given that Generation Z employees are not solely motivated by financial gain or professional advancement, companies should prioritize talent management practices and implement innovative recruitment techniques to ensure a good fit between the job and the individual, as well as between the company and the individual. Punishment has a detrimental impact on the connection between Generation Z and their employment, as well as their employers, rather than serving as a deterrent. Therefore, it is crucial to ensure that rules are explicitly defined, universally applicable, and that Generation Z employees are actively involved in decision-making processes, safeguarding the integrity of crucial operational rules and procedures. Additionally, workplaces with a strong sense of institutional culture and egalitarian and open practices are more likely to attract them. In addition to these, recommendations vary depending on the company’s profile. The impact of intergenerational dynamics on organizational outcomes varies depending on contextual factors such as an institution's size, sector, and geographic location. In SMEs (Small and Medium Enterprises), resource constraints may hinder the implementation of intergenerational mentorship or flexible work policies, while large-scale corporations can develop structured programs (e.g., reverse mentoring or generation-specific training) to manage multigenerational teams. In dynamic sectors like technology, Generation Z’s digital skills may accelerate innovation, whereas in traditional manufacturing sectors, Baby Boomers’ operational experience can play a critical role in ensuring continuity. Geographic factors further diversify outcomes through cultural norms: For instance, in Western societies, individualism and autonomy emphasize younger generations’ (Y and Z) demands for flexible work, while in Asian countries, collectivist values and respect for hierarchy shape intergenerational harmony processes. In emerging economies, a large youth population accelerates digital transformation, whereas in aging populations, knowledge transfer from experienced workers becomes a priority. Sectoral and geographic contexts also influence conflict management: In the service sector, customer interaction necessitates multigenerational teams’ communication skills, while in global companies, cross-cultural communication adds complexity by layering generational differences. Ultimately, intergenerational management strategies must be context-sensitive, tailored to an organization’s scale, sectoral nature, and geographic-cultural fabric. This flexibility enables organizations to leverage generational synergies while building resilience in global competition. 5 Conclusion This study examines the diverse composition of generational cohorts in the workplace, focusing specifically on the unique attributes and expectations of Generation Z. It also investigates the managerial challenges and opportunities that arise as a result of their employment. This study aims to gain a thorough understanding of Generation Z by utilizing qualitative research findings from their managers' perspectives. The study highlights the importance of innovative managerial strategies that align with this technologically skilled and principle-driven group. The results demonstrate a link between theoretical and empirical research by using a qualitative research method to illustrate the complex and contextual experiences of managers dealing with intergenerational dynamics. The aim of this study is to uncover managers' key perspectives on Generation Z through a comprehensive series of interviews and to contrast these viewpoints with the experiences of supervising previous cohorts. This approach can potentially improve our understanding of generational dynamics and offer practical insights for creating a positive and productive work environment across different generations. The study's findings not only contribute to the management of Generation Z but also offer important standpoints for organizations adapting to the new business world. They point to potential actions needed to achieve a human-centered organizational structure within the new paradigms and to successfully navigate organizational transformation. In this context, the study can contribute to the competitiveness and sustainability of organizations. Declarations Ethics approval and consent to participate’ The study was conducted in accordance with the Declaration of Helsinki and received ethical approval from the Istanbul Medipol University Social Sciences and Humanities Research Ethics Committee (Date: July 10, 2023, Decision No: 93). Data collection, including the consent process, took place between September 2023 and December 2023. Informed consent was obtained from all 50 participants before the interviews. The approved protocol allows for a multi-method data collection approach, including face-to-face, online, and telephone interviews. Consent was obtained using two different methods according to this protocol: For the four (4) interviews conducted face-to-face, participants provided written and signed informed consent.For the remaining forty-six (46) interviews conducted remotely (via WhatsApp, Zoom, or telephone), the oral consent procedure was adopted, as authorized by the ethics committee for non-face-to-face methods. For this oral procedure, the researcher read the entire contents of the approved consent form to each participant. Once the participant verbally confirmed their desire to participate, this affirmative consent was formally documented by marking it in a digital record (MS Word) maintained by the researcher for each interview. This adaptation ensured a robust consent process that respected the practicalities of approved remote interviewing methods. Data Availability Statement Due to ethical and legal restrictions, participants in this study did not consent to the public sharing of their full interview transcripts. Consequently, the data presented in this article are not publicly available. Requests for access to the datasets should be directed to the corresponding author. Conflict of Interest The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Funding The author stated that there was no institutional support for this study. Acknowledgments The authors thank all managers for their participation in this qualitative study. Also, thanks to Dr. Duygu Güner Gültekin for all support and peer debriefing. Author Contribution OGE- conception- design of the work- acquisition -analysis- interpretation of data- the creation of new software used in the work- drafted the work- substantively revised it References Aggarwal, A., Sadhna, P., Gupta, S., Mittal, A., & Rastogi, S. (2022). Gen Z entering the workforce: Restructuring HR policies and practices for fostering the task performance and organizational commitment. J. Public Affairs, 22(3), e2535. [doi: 10.1002/pa.2535] Alsaawi, A. (2014). A critical review of qualitative interviews. Eur. J. Bus. Soc. Sci., 3(4). [doi: 10.2139/SSRN.2819536] Aránega, A. Y., Montesinos, C. G., & del Val Núñez, M. T. (2023). Towards an entrepreneurial leadership based on kindness in a digital age. J. Bus. 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10:04:06","extension":"html","order_by":21,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":244382,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-7846860/v1/54f7d779118795de4afdf07e.html"},{"id":96985132,"identity":"044e8baa-9b02-4d93-b487-8fb4f1809c4b","added_by":"auto","created_at":"2025-11-28 10:04:05","extension":"jpg","order_by":1,"title":"Figure 1","display":"","copyAsset":false,"role":"figure","size":167197,"visible":true,"origin":"","legend":"\u003cp\u003eResearch Procedure\u003c/p\u003e","description":"","filename":"1.jpg","url":"https://assets-eu.researchsquare.com/files/rs-7846860/v1/96cfc6c0176920e3cdd1bb69.jpg"},{"id":97144797,"identity":"43b2c4b0-9013-4f69-8b58-f31913490c83","added_by":"auto","created_at":"2025-12-01 10:12:06","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1636642,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-7846860/v1/de055f23-d3e8-42d8-8ff2-0964804a4bb1.pdf"}],"financialInterests":"No competing interests reported.","formattedTitle":"Gen Z from the Perspective of Managers and Comparison with Previous Generations","fulltext":[{"header":"1. Introduction","content":"\u003cdiv id=\"Sec2\" class=\"Section2\"\u003e\u003ch2\u003e1.1 A Review of the Literature on Generations\u003c/h2\u003e\u003cp\u003eGenerational cohorts are groups of individuals born within the same period who share common characteristics and behavioral patterns, influenced by a shared cultural context (Campbell et al., \u003cspan citationid=\"CR15\" class=\"CitationRef\"\u003e2015\u003c/span\u003e, p. 1). A sociological approach emphasizes the experiences of individuals during a \"tempo of change\" in their formative years, often due to significant historical events (Mannheim, \u003cspan citationid=\"CR49\" class=\"CitationRef\"\u003e1952\u003c/span\u003e, p. 181). Research on generations has identified distinct groups within the workforce, including Baby Boomers, Generation X, and Generation Y (Twenge et al., \u003cspan citationid=\"CR72\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Studies indicate that theorists have framed generations within different periods and with different labels (Cennamo \u0026amp; Gardner, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Generally, Baby Boomers are defined as those born before 1960; Generation X, as those born between 1960 and 1979; Generation Y, as those born between 1980 and 1999; and Generation Z, as those born in 2000 and beyond (Bejtkovski, 2016, pp. 107\u0026ndash;111).\u003c/p\u003e\u003cp\u003eThe differentiation of work behaviors across generations was also evident in previous generations, and several studies have focused on comparing generations for this reason. In the 2000s, when Generation X began to assume managerial positions, numerous studies focused on the differences between Baby Boomers and Generation X. These studies offer valuable insights for managers seeking to optimize team dynamics and productivity. Nevertheless, studies have reported more common work behaviors than expected (e.g., Jurkiewicz, \u003cspan citationid=\"CR36\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eIn later years, Generation Y was frequently discussed in the literature as well as in organizations. For example, Cennamo and Gardner (\u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e) contribute to this field by providing a nuanced perspective on generational work values and outcomes, specifically challenging prevalent stereotypes surrounding Baby Boomers, Generation X, and Generation Y. Their work suggests a more complex reality than is often portrayed in popular discourse. Furthermore, Deal, Altman, and Rogelberg (\u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2010\u003c/span\u003e) offer a critical review of existing literature focused on Millennials (Generation Y), providing practical recommendations for managers. Finally, in subsequent years, Generation Z also began to be included in organizational studies (Zemke et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e1999\u003c/span\u003e), and studies comparing all four generations have begun to be conducted (Bejtkovsk\u0026yacute;, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). These studies provide a comprehensive overview of the broader research landscape on generational differences, including a crucial discussion of the inherent challenges and limitations associated with this area of study.\u003c/p\u003e\u003cp\u003eWithin the relevant literature, certain studies have compared Generation Z and other generations with respect to work behaviors. According to Montana and Petit (\u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), both Generation X and Generation Y highly value respect and competitive compensation as key motivators. Nevertheless, Generation Y and Generation Z explicitly prioritize cultivating healthy interpersonal relationships within the professional environment. Furthermore, the 2023 Deloitte report indicates that Generation Y and Generation Z prefer hybrid work arrangements to achieve a better balance between their work and personal lives. Borg et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) analyzed the specific difficulties encountered by Generation Z project managers, emphasizing the importance of mentorship, training, support, and reasonable workloads. According to Lee et al. (\u003cspan citationid=\"CR44\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), factors influencing Generation Z employees' work engagement include transformational leadership and work-life balance as essential determinants. Said et al. (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) examined Generation Z's job expectations and traits, underscoring the importance of providing employers with guidance on training, communication, and management approaches. Saxena (\u003cspan citationid=\"CR66\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported that modern mentoring techniques are crucial for developing leadership, communication skills, and personal growth in younger generations, specifically Generation Y and Generation Z. Similarly, Panwar \u0026amp; Mehta (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) proposed implementing mentoring programs in educational institutions and companies to cultivate leadership abilities in Generation Z.\u003c/p\u003e\u003cp\u003eMuch research has also focused on the disparities in work behavior among different generations and identified particular characteristics, providing insights into the distinct motivations, attitudes, and personality traits of each generation. However, when the findings of these studies are examined, it is observed that characteristics once attributed to Baby Boomers, depending on the generation to which they were compared, subsequently became defining characteristics of Generation X in later periods. This reveals inconsistencies among the literature findings. To explain this situation, the ambiguity in the time intervals defining generations (Bejtkovsk\u0026yacute;, \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2016\u003c/span\u003e), and the variable impact of wars and macroeconomic events, coupled with geographical differences (Cennamo and Gardner, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e), can be considered.\u003c/p\u003e\u003cp\u003eBaby Boomers, having matured during an era of economic prosperity and social change (Roberts, \u003cspan citationid=\"CR61\" class=\"CitationRef\"\u003e2012\u003c/span\u003e), and witnessing events like World War II, the Cold War, and the Civil Rights Movement, gained a unique perspective on diversity, equity, and global affairs (Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e; Klatch, \u003cspan citationid=\"CR40\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). They are known for their strong work ethic, dedication to achieving high standards, emphasis on independence, and ability to maintain a healthy work-life balance (Zemke et al., \u003cspan citationid=\"CR76\" class=\"CitationRef\"\u003e1999\u003c/span\u003e). Having encountered challenges in securing employment due to limited job opportunities and the prevalence of temporary positions, they prioritize external benefits (Edge, \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2014\u003c/span\u003e, p. 139; Cennamo and Gardner, \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2008\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGeneration X, following the Boomers, experienced a different world. Events such as the fall of the Berlin Wall and the end of the Cold War further influenced their worldview. They encountered rapid technological advancements, economic recessions, and globalization, which fostered adaptability and a preference for work-life balance (Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Generation X is described as autonomous, skeptical, and self-sufficient, having come of age during a period of rapid change. They strive for equilibrium between their professional and personal lives while resisting the influence of authority figures or excessive control over their work (Waltz et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2020\u003c/span\u003e, p. 674).\u003c/p\u003e\u003cp\u003eEconomic recessions and an increasingly globalized and diverse world left their mark on Generation Y's values and perspectives (Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). Millennials are known as digital natives, having grown up with the internet and social media. This has shaped their communication styles, their comfort with technology, and their expectations for collaboration and flexibility in the workplace (Deal, Altman, \u0026amp; Rogelberg, \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). Generation Y, the first cohort raised with advanced technology and a global perspective, adapts readily to new circumstances, thinks globally, and is significantly influenced by technological advancements (Montana \u0026amp; Petit, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2008\u003c/span\u003e, p. 37; PWC, 2013; Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e, p. 223; Iorgulescu, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGeneration Z, the cohort following the Millennials, is growing up in an era of rapid technological change and social and political upheaval (Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). With their recent entry into the workforce, coupled with the radical changes in technology and work styles in the post-COVID world, and the macro-level paradigm shifts known as the Great Resignation and Quiet Quitting (Formica \u0026amp; Sfodera, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e; Lee \u0026amp; Shin, 2023), these factors are likely to shape their values and perspectives in unique ways. Compared to previous generations, they are the most diverse generation in history. Generation Z\u0026rsquo;s work characteristics and expectations will be explained in detail in the following section.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec3\" class=\"Section2\"\u003e\u003ch2\u003e1.2 Generation Z's Work Behaviors and Expectations Towards Work\u003c/h2\u003e\u003cp\u003eNumerous studies have focused on Generation Z's motivators and the challenges they face in the workplace. Research on workplace motivation across different generations reveals that Generation Z is more susceptible to amotivation, highlighting noticeable generational differences in the importance of various motivational factors (Mahmoud et al., \u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). Barhate and Dirani (\u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that both internal and external factors influence Generation Z's career aspirations, and they identified various impediments to work motivation among these employees, such as insufficient job satisfaction, unfavorable team dynamics, and an overwhelming workload. Dwivedula et al. (\u003cspan citationid=\"CR21\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) conducted an empirical study revealing several motivating factors for Generation Z employees, including growth opportunities, organizational support, accountability, interaction, and feedback. Similarly, Nabahani \u0026amp; Riyanto (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) indicated that Generation Z employees prioritize meaningful work, learning opportunities, and diversity sensitivity in the workplace. Their motivation and job satisfaction significantly impact their organizational commitment (Nabahani \u0026amp; Riyanto, \u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003ePandita and Kumar (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) found that perceived organizational support, perceived supervisor support, and corporate prestige positively influence Generation Z employees' job engagement. Rampen et al. (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) performed a comprehensive analysis of the factors affecting the productivity of Generation Z workers, emphasizing the significance of job satisfaction, motivation, leadership, and corporate culture. Septiawan and Masrunik (\u003cspan citationid=\"CR68\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) examined Generation Z work motivations in terms of the aspiration to leverage their interests and talents, excel in their professional endeavors, gain social recognition, and maintain a successful career. They also value being assigned tasks aligned with their interests and talents, having clear objectives, and achieving high product quality while maintaining a balanced workload, fair compensation, and equitable task distribution. Additionally, they advocate for equal rights and responsibilities.\u003c/p\u003e\u003cp\u003eAdditionally, Bińczycki et al. (\u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) discovered that Generation Z is driven by low-stress levels and gaining public recognition. Kirchmayer and Fratričov\u0026aacute; (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) and Fratri\u0026egrave;ov\u0026aacute; and Kirchmayer (\u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) investigated primary obstacles to work motivation and summarized them as a lack of enjoyment in the work content, a negative team atmosphere, an excessive workload, and a lack of purpose in the job. Parallel to these, Grow \u0026amp; Yang (\u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) indicated that a friendly work environment, opportunities for professional growth, and fair compensation are the most significant motivating factors for this generation.\u003c/p\u003e\u003cp\u003eResearchers have also emphasized the importance of technological proficiency (Wulur and Mandagi, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Chillakuri and Mahanandia, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e), efficient communication, a healthy work-life balance, and prospects for professional advancement (Wulur and Mandagi, \u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Generation Z is characterized by entrepreneurial tendencies and a preference for a flexible work environment (Chillakuri and Mahanandia, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Additionally, Generation Z values in-person performance assessments, opportunities for career advancement, and increased job security (Laz\u0026aacute;nyi \u0026amp; Bilan, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). Furthermore, distinguished by their robust career aspirations and remarkable proficiency, Generation Z often prefers virtual teamwork over in-person gatherings, engaging in the latter only when deemed essential. They possess exceptional proficiency in virtual information sharing and blur the lines between their personal and professional lives and they have a pronounced need for rapid access to information (Bencsik et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe arrival of Generation Z into professional life highlights variations in motivation, as demonstrated by Mahmoud et al. (\u003cspan citationid=\"CR48\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), serves as a foundation for research on human resources practices, as explored by Aggarwal et al. (\u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), job design, as examined by Heřmanov\u0026aacute; et al. (\u003cspan citationid=\"CR32\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) and so on. According to Schroth (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Generation Z's successful adaptation to professional life can benefit organizations through increased employee satisfaction, productivity, and retention. Therefore, assessing Generation Z's organizational preferences helps identify their work values and expectations, and it also contributes to insights into the evolving nature of work (Deloitte, \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2023\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eTo sum up related literature, the following table (Table\u0026nbsp;\u003cspan refid=\"Tab1\" class=\"InternalRef\"\u003e1\u003c/span\u003e) presents a generalized summary of generational work behaviors derived from the aforementioned academic literature. It is crucial to acknowledge, however, that individual variations and contextual factors may significantly influence actual workplace conduct, thus precluding the assumption that all individuals within a given generation will uniformly exhibit these characteristics.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab1\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparing Generations within Literature\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"5\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFeature\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eBaby Boomers\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGeneration X\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGeneration Y\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eGeneration Z\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWork Characteristics\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eStrong work ethic, dedicated, independent\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eAutonomous, self-sufficient, value work-life balance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eAdaptable, global-minded, tech-savvy, collaborative\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eCareer-focused, tech-savvy, entrepreneurial, flexible, value meaningful work\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMotivation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eExternal benefits, achievement, independence\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eWork-life balance, autonomy, respect\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eRespect, competitive compensation, healthy relationships, hybrid work, feedback\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eEnjoyment, positive relationships, goal achievement, fair compensation, growth opportunities, low stress, public recognition, meaningful work, clear objectives, balanced workload, equal rights\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManagerial Expectations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTraditional, hierarchical management\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eLess reliant on authority, autonomy\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eCollaborative, feedback-oriented, transformational leadership\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eMentorship, training, support, reasonable workloads, clear communication, modern mentoring techniques, guidance on training, communication, and management approaches\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eOverall, understanding and addressing the specific motivations, expectations, and challenges of Generation Z in the workplace, as demonstrated in the literature, is crucial for human resource strategies and the overall success of organizations. While the literature provides various insights into understanding and managing Generation Z, a thorough and comprehensive evaluation of work design and management is needed. By evaluating Generation Z's work preferences and comparing them with those of other generations from a managerial perspective, insights into the changing dynamics of work can be gained. Therefore, the primary goal of this study is to uncover the differences in work-related behaviors between Generation Z and other generations, and to present their work expectations based on managers' observations. Work-related behaviors are examined within the context of anticipated work circumstances, motivational strategies, professional development, and managerial guidance. Furthermore, the study findings not only examine typical work behaviors of different generations but also address the difficulties faced by managers and the expected behaviors of managers.\u003c/p\u003e\u003cp\u003eAccordingly, a qualitative study was conducted using a thematic approach, and managers were interviewed to assess Generation Z\u0026rsquo;s work behaviors. The study is designed to answer the following research questions:\u003c/p\u003e\u003cp\u003e\u003cul\u003e\u003cli\u003e\u003cp\u003eWhat differentiates the generations (X, Y, and Z) in terms of business practices, according to managers' experiences?\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eAccording to managers' experience, what are the expectations of Generation Z regarding professional life?\u003c/p\u003e\u003c/li\u003e\u003cli\u003e\u003cp\u003eWhich managerial approaches are appropriate for Generation Z?\u003c/p\u003e\u003c/li\u003e\u003c/ul\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"2 Materials and Methods","content":"\u003cdiv id=\"Sec5\" class=\"Section2\"\u003e\u003ch2\u003e2.1 Study Design\u003c/h2\u003e\u003cp\u003eQualitative data were obtained through in-depth interviews. The data analysis employed thematic analysis with a template approach to categorize the interview data. Template analysis, a flexible method of thematic analysis, focuses on bottom-up coding, developing categories and themes through active engagement with the data (King \u0026amp; Brooks, \u003cspan citationid=\"CR37\" class=\"CitationRef\"\u003e2017\u003c/span\u003e). It is a less rigid approach that facilitates more thorough coding, particularly when the data are abundant and relevant (Brooks et al., \u003cspan citationid=\"CR14\" class=\"CitationRef\"\u003e2015\u003c/span\u003e). Śliwa (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) elucidates thematic analysis as a flexible method that can be utilized across a variety of philosophical perspectives within qualitative research. While qualitative neo-positivism shares the assumptions of quantitative research by believing in an objective reality accessible through rigorous methods, bounded realism acknowledges an objective reality but emphasizes the limitations of our perspective in fully knowing it. Contextualism challenges the notion of a single objective reality, highlighting the intertwined nature of knowledge and personal interaction. Taking this further, radical constructivism views all reality as socially constructed, with language and power playing key roles in shaping knowledge. These diverse perspectives have significant implications for how researchers approach the concept of generalizability in qualitative studies. The procedure of thematic analysis with a template approach employed in this study is outlined in the Fig.\u0026nbsp;\u003cspan refid=\"Fig1\" class=\"InternalRef\"\u003e1\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec6\" class=\"Section2\"\u003e\u003ch2\u003e2.2 Sampling Procedure\u003c/h2\u003e\u003cp\u003eThe study sample was designed to represent the most relevant population and consisted of mid- and senior-level managers from medium- and large-scale companies in Istanbul. Company size was defined by the number of employees (according to KOSGEB SME company descriptions), and participants were recruited using the snowball sampling method. To reach participants, the Human Resources departments of various institutions across different sectors were contacted individually and via email. Volunteers for the study were then contacted via WhatsApp, Zoom, or face-to-face meetings. The interviews lasted an average of 33 minutes (1670 minutes total for all interviews). Because participants primarily preferred note-taking over recording, their statements were transcribed during the interviews. At the end of each interview, participants were asked to review and confirm the written statements. In this phase, any unclear statements and inconsistencies were reviewed in conjunction with the participant. A total of 50 managers from different departments and sectors were interviewed. The sample size was determined according to the procedure described by Glaser and Strauss (\u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e1967\u003c/span\u003e), which involves continuing data collection until saturation is reached. Purposive sampling based on saturation, meaning \"observing no new information or themes in the data\" (Guest, Bunce, \u0026amp; Johnson, \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2006\u003c/span\u003e), is a widely used method. Comparative analysis was employed to reach the saturation. In this method, researchers continuously compare data to identify themes and patterns as they gather it. Comparative analysis involves identifying similarities and differences in the data and organizing them into broader themes and categories (Salda\u0026ntilde;a, \u003cspan citationid=\"CR65\" class=\"CitationRef\"\u003e2013\u003c/span\u003e). In this study, each new interview was roughly evaluated, and saturation control was performed by monitoring the emergence of new codes and categories. The interview process was completed once the interviews reached saturation. Therefore, it is assumed that the data obtained from the interviews are sufficient.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec7\" class=\"Section2\"\u003e\u003ch2\u003e2.3 Data Collection Procedure\u003c/h2\u003e\u003cp\u003eThe questionnaire was developed as a structured interview, a specific, predetermined interview technique used to gather specific information from interviewees. This method ensures a focused and precise interview, facilitating easy comparison among interviewees. However, it may limit the collection of comprehensive data and the interviewer's ability to interject. Despite these limitations, this method is suitable for researchers with a clear understanding of the topic (Alsaawi, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). The interview questions were developed based on findings from the literature, evaluated by three experts in the field, and reviewed by three HR managers to improve the clarity of the questions before the interviews. No restrictions were placed on participants regarding their understanding of the questions during the process. By standardizing the interview questions and framing them within the context of previous studies, the template approach, incorporating both inductive and deductive methods, was used in the analysis to flexibly evaluate the findings (details are explained in Section 2.4). The resulting themes were then rearranged according to the established procedure, ultimately yielding the themes of the study. The interview form consisted of fourteen questions, all developed by the researcher. The first seven questions were socio-demographic: (1) sector, (2) company size, (3) department, (4) managerial tenure, (5) age, (6) gender, and (7) education level. The seven open-ended interview questions are listed below:\u003c/p\u003e\n\u003cp\u003e1.\u0026nbsp; \u0026nbsp;(Baby Boomers: those born before 1960, Generation X: 1960\u0026ndash;1979, Generation Y: 1980\u0026ndash;1999, Generation Z: those born in 2000 and later) are generally considered to belong to a generation if they were born between those years. Which generation do the employees you manage primarily belong to?\u003c/p\u003e\n\u003cp\u003e2.\u0026nbsp; \u0026nbsp;Which generation do you have the most difficulty managing?\u003c/p\u003e\n\u003cp\u003e3.\u0026nbsp; \u0026nbsp;What are the most challenging aspects of the management process for you?\u003c/p\u003e\n\u003cp\u003e4.\u0026nbsp; \u0026nbsp;What are the differences in work life between Generations X, Y, and Z?\u003c/p\u003e\n\u003cp\u003e5.\u0026nbsp; \u0026nbsp;What kinds of problems do generational differences cause in managerial processes?\u003c/p\u003e\n\u003cp\u003e6.\u0026nbsp; \u0026nbsp;What are Generation Z\u0026rsquo;s expectations for work life?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.1\u0026nbsp;Are there any expectations regarding the manner or conditions of work?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.2\u0026nbsp;What motivational tools are effective?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.3\u0026nbsp;What are effective methods for reward and punishment?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.4\u0026nbsp;What are their expectations for promotion?\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e6.5\u0026nbsp;What are their expectations of their managers?\u003c/p\u003e\n\u003cp\u003e7. \u0026nbsp; How do you think Generation Z should be managed?\u003c/p\u003e\n\u003cdiv id=\"Sec9\" class=\"Section2\"\u003e\u003ch2\u003e2.4 Data Coding\u003c/h2\u003e\u003cp\u003eŚliwa (\u003cspan citationid=\"CR70\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) explains thematic analysis with a template approach with the steps familiarization with the data, preliminary coding, clustering (creating priori themes), developing the initial template, modifying the template, defining the \u0026lsquo;final\u0026rsquo; template, using the template to interpret the data and writing-up. The final thematic framework in qualitative data analysis is not a static endpoint but rather the result of a dynamic and iterative process of refining themes. This process includes redefining themes to better capture the nuances of the data, which may involve expanding or narrowing their scope. It also involves reorganizing themes by moving them between clusters to enhance the logical flow and coherence of the analysis. Additionally, new themes or clusters may be added to accommodate emerging insights, while those that become redundant or irrelevant may be removed as the thematic framework evolves. This iterative process ensures that the final framework accurately and comprehensively reflects the complexities within the data. Additionally, Kings et al. (2018) outline a procedure in which transcripts were systematically reviewed from beginning to end to gain familiarity with the data. During this process, challenging or distinctive words were identified and marked as keywords or phrases, along with their original statements; this is known as preliminary coding.\u003c/p\u003e\u003cp\u003e Subsequently, in this study prior to commencing the data coding process, a thorough review of the relevant literature was conducted. In an effort to maintain consistency with established terminology, participant expressions were coded using terms derived from this literature review. To ensure clarity and transparency, detailed descriptions of the most salient information were recorded in the annotation section of the software during the initial coding phase, which can be characterized as open coding (Merriam, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Subsequently, the relationships between codes were analyzed, and the codes were further refined through comparison to achieve more concise and generalized expressions. The codes were minimized to the greatest extent possible across all transcripts (clustering). Some codes were reused while others were added, contributing to the development of the initial template. The codes were then redefined, with some combined and others becoming subcategories. Themes were then constructed by modifying and defining the \"final\" template. While the coding process concluded at this stage, certain findings (sections 3.3, 3.4, and 3.5) were further developed into dimensions based on the research questions and theoretical framework, effectively reaching the core phenomena.\u003c/p\u003e\u003cp\u003eTaguette software facilitated the analysis of the collected data, enabling the annotation of transcripts and the systematic organization of codes and themes. Initially, a process of open coding was employed, wherein descriptive labels were assigned to meaningful segments of the data, and comprehensive annotations were added to each code to ensure no data loss. The subsequent stages of refining and restructuring the codes, along with the development of preliminary themes and initial clusters, were also conducted within the Taguette. The emergent findings were then exported to M. Excel for further analysis and the finalization of the thematic framework. M. Excel's pivot table functionality aided in the final organization and refinement of the themes.\u003c/p\u003e\u003cp\u003e To enhance trustworthiness and mitigate interviewer bias, in addition to participants validating their interview transcripts at the stage of interview, peer debriefing was conducted to ensure the reliability of the thematic analysis. Peer debriefing referred to as analytic triangulation, is a process in which a researcher engages an external peer, one not involved in the research project, to critically examine the researcher's reasoning and interpretations throughout any stage of the research process (Given, \u003cspan citationid=\"CR28\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Accordingly, an academic expert in the same field reviewed the themes and codes, discussed their views, and interpreted the overall findings.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec10\" class=\"Section2\"\u003e\u003ch2\u003e2.5 Participants\u003c/h2\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab2\" class=\"InternalRef\"\u003e2\u003c/span\u003e presents descriptive data for the participants. Summarizing the information in the table, the participants are categorized by the size of the companies where they work: 19 participants are managers in companies with 50\u0026thinsp;+\u0026thinsp;employees, 11 are managers in companies with 1001\u0026thinsp;+\u0026thinsp;employees, 9 are managers in companies with 100\u0026thinsp;+\u0026thinsp;employees, 7 are managers in companies with 250\u0026thinsp;+\u0026thinsp;employees, and 4 are managers in companies with 500\u0026thinsp;+\u0026thinsp;employees. Regarding education level, the majority of participants hold undergraduate or associate degrees (40 participants), 8 hold master's degrees, and 2 are high school graduates. The gender distribution is relatively balanced, with 21 female and 29 male participants. In terms of managerial experience, the most common category is \"1\u0026ndash;5 years\" (17 participants), followed by \"6\u0026ndash;10 years\" and \"11\u0026ndash;15 years\" (11 participants each). The least represented categories are \"16\u0026ndash;20 years\" (6 participants) and \"20\u0026thinsp;+\u0026thinsp;years\" (5 participants). In summary, the participants are managers from companies of various sizes, predominantly hold undergraduate degrees, and mostly have 1\u0026ndash;5 years of managerial experience. There is a balanced gender distribution, and the majority of participants belong to Generation Y.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab2\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eDescriptive Information of Participants\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"8\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"char\" char=\"+\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eParticipant\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eCompany Size\u003c/p\u003e\u003cp\u003e(N of employees)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGender\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eEducation Level\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c5\"\u003e\u003cp\u003eManagerial Tenure (year)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u003cp\u003eManager Gen\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c7\"\u003e\u003cp\u003eDominant Gen for Followers\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c8\"\u003e\u003cp\u003eDifficult Gen for Management\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHigh school\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e500+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUndergraduate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eUndergraduate\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e500+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e500+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e500+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e14\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e19\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e23\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e25\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eHigh school\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e27\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e28\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e31\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e20+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e32\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e34\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e35\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e37\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e39\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e40\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e41\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e42\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e250+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e43\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e44\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e50+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e45\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eBB\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e46\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e47\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e1001+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e11\u0026ndash;15\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eN\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e48\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eBachelors\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e6\u0026ndash;10\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e49\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eF\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e16\u0026ndash;20\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"char\" char=\"+\" colname=\"c2\"\u003e\u003cp\u003e100+\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eM\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eMaster\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u0026ndash;5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c7\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c8\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e"},{"header":"3 Results","content":"\u003cdiv id=\"Sec12\" class=\"Section2\"\u003e\u003ch2\u003e3.1 Dominant Gen in the Workplace\u003c/h2\u003e\u003cp\u003eWhen asked about the dominant generation they manage, participants generally answered directly. Most identified Generation Y as the dominant generation. According to managers from Generation X (5), Generation Y (16), and Generation Z (1), the dominant generation they manage is Generation Y. However, seventeen managers stated that no specific generation was dominant, nine stated Generation Z, and two stated Generation X. Only one manager provided feedback about Baby Boomers as summarized in Table\u0026nbsp;\u003cspan refid=\"Tab3\" class=\"InternalRef\"\u003e3\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab3\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 3\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparing Managers Gen with Followers\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"6\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"4\" nameend=\"c5\" namest=\"c2\"\u003e\u003cp\u003eDominant Gen\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c6\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003e\u003cb\u003eManager Gen\u003c/b\u003e\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c5\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c6\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec13\" class=\"Section2\"\u003e\u003ch2\u003e3.2 Difficult Gen in the Workplace\u003c/h2\u003e\u003cp\u003eParticipants were also asked which generation presents the most difficulties in the management process. Managers primarily identified Generation Z as the generation they struggle to manage.\u003c/p\u003e\u003cp\u003eHere are some example statements from participants:\u003c/p\u003e\u003cp\u003eParticipant 2: \"\u003cem\u003eWe are spending a little more time on tasks involving Generation Z\u003c/em\u003e.\"\u003c/p\u003e\u003cp\u003eParticipant 9: \"\u003cem\u003eIn fact, such a generalization is not very accurate, but I can say Generation Z differs from others.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 28: \u0026ldquo;\u003cem\u003eThe generation from which we benefit most is Generation Z, but the generation I have the hardest time managing is Generation Z again. With a new transformation and digitization in business, Generation Z is recreating everything we know. Therefore, a separate concept of governance is developing.\u003c/em\u003e\"\u003cdiv class=\"BlockQuote\"\u003e\u003cp\u003eConsequently, managers recognize the advantages of Generation Z's participation in professional life, but they have not yet fully adapted to managing this generation's work styles and expectations. An analysis of the responses based on the managers' gender and generation did not reveal any discernible patterns or biases. Detailed information is presented in Table\u0026nbsp;\u003cspan refid=\"Tab4\" class=\"InternalRef\"\u003e4\u003c/span\u003e.\u003c/p\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab4\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 4\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eComparing X-Y-Z Gen within the scope of difficulties in the management process\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"17\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c5\" colnum=\"5\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c6\" colnum=\"6\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c7\" colnum=\"7\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c8\" colnum=\"8\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c9\" colnum=\"9\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c10\" colnum=\"10\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c11\" colnum=\"11\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c12\" colnum=\"12\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c13\" colnum=\"13\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c14\" colnum=\"14\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c15\" colnum=\"15\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c16\" colnum=\"16\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c17\" colnum=\"17\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"13\" nameend=\"c14\" namest=\"c2\"\u003e\u003cp\u003eGeneration Difficult to Manage\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e\u0026nbsp;\u003c/th\u003e\u003cth align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManager Gender\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003eBB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003eYZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eMale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e\u003cp\u003e29\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFemale\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u003cp\u003e2\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u003cp\u003e13\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e\u003cp\u003e21\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c4\" namest=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c6\" namest=\"c5\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c8\" namest=\"c7\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c10\" namest=\"c9\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c12\" namest=\"c11\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c14\" namest=\"c13\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c16\" namest=\"c15\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c17\" namest=\"c17\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c3\" namest=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"12\" nameend=\"c15\" namest=\"c4\"\u003e\u003cp\u003eGeneration Difficult to Manage\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eManager Gen\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003eBB\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003eYZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u003cp\u003eNo\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eX\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u003cp\u003e11\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eY\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e\u003cp\u003e24\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u003cp\u003e38\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eZ\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e\u0026nbsp;\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eTotal\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"3\" nameend=\"c5\" namest=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c7\" namest=\"c6\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c9\" namest=\"c8\"\u003e\u003cp\u003e8\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c11\" namest=\"c10\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c13\" namest=\"c12\"\u003e\u003cp\u003e3\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c15\" namest=\"c14\"\u003e\u003cp\u003e30\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c17\" namest=\"c16\"\u003e\u003cp\u003e50\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec14\" class=\"Section2\"\u003e\u003ch2\u003e3.3 The Most Challenging Aspects of the Management Process\u003c/h2\u003e\u003cp\u003e Participants discussed challenges they face in management. Twenty-nine managers emphasized problems between managers and subordinates unrelated to generational differences. Here are some sample statements about these non-generational managerial challenges:\u003c/p\u003e\u003cp\u003eParticipant 25: \u0026ldquo;\u003cem\u003eGenerally, I can give examples of employees' thoughts, attitudes, and actions. For example, a staff member I recently hired shows respect for me, whereas the previous staff member showed less respect or disliked me. Additionally, I can provide examples of staff members who exploit my good intentions and misuse my kindness, such as informing me about being ill and then requesting permission to meet with a friend and share the information on social media. I can give an example of someone who does not come to work and goes to play backgammon with their friends.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 32: \u0026ldquo;\u0026hellip;\u003cem\u003eit is to adapt employees to the workplace, regardless of generation, and then to ensure that work is not disrupted and that there is harmony between employees.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 35: \u0026ldquo;\u003cem\u003e\u0026hellip;the most challenging aspects of the management process are resistance to change\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 36: \u0026ldquo;\u003cem\u003eThe most challenging aspect of the management process is to hold discussions and meetings on countless different topics, pay attention to each, concentrate, listen actively, and make effective decisions.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eOther participants stated that generational differences are often problematic in fulfilling their managerial responsibilities. Some mentioned issues represent more than one category; in these cases, more than one category was counted for each manager. Culture differences (16 times), intergenerational conflict (15 times), expectation differences (15 times), communication (13 times), work habits (13 times), and compromise (10 times) were the main reported challenges. Managers also stated that these differences cause problems in areas such as work outcomes, employee motivation, commitment, job satisfaction, adaptation to new work conditions, and discipline. The following statements from participants illustrate these challenges:\u003c/p\u003e\u003cp\u003eParticipant 3: \u0026ldquo;\u003cem\u003eGeneration Z is intelligent and educated; they have more and more practical thoughts. Generations X and Y have experience, and young people have new ideas. For instance, Generation Z is attempting to modify the tasks performed by Generations X and Y and alter their methods. Generation Y does not accept this because they are not open to innovation. In this way, differences of opinion arise, and teamwork is affected. As a result, motivation decreases\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 9: \u0026ldquo;\u003cem\u003eFirst of all, there is a communication gap. There must be a difference in how you explain things to Generation Z and Generation X, as well as variations in the methods you employ. While one approach is heavily reliant on technology, the other relies more on manual methods, including detection. In terms of obedience, Generation Z is highly rebellious, while Generation Y is more submissive.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 21: \u0026ldquo;\u003cem\u003eSince each generation has its expectations and ways of working, the method we use in Generation X may not suit Generation Y, which may cause inefficiency in the work. This situation requires us to follow different processes for each generation, such as tariffs, awards, and evaluation of success\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 23: \u0026ldquo;\u003cem\u003eEach generation needs to be managed separately. It is a time-consuming problem. Each generation has different expectations and work styles. Workloads also need to be different. Since Generation X has a certain work culture, it is difficult to adapt to technological changes. While Generation Z is open to innovation and demonstrates dominance, there are instances where it appears they lack clarity about their desires. Generational differences pose a challenge, as they tend to manifest themselves in the workplace. When internal conflict arises, it becomes difficult to manage. Employees form the backbone of the company. Their communication is essential. They do not have to talk or meet in their private lives; however, in business life, these things should not reflect on their work\u003c/em\u003e.\"\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec15\" class=\"Section2\"\u003e\u003ch2\u003e3.4 Comparing Generations in the Scope of Job Traits\u003c/h2\u003e\u003cp\u003eParticipants were asked about the differences between generations regarding job traits. They compared Generations X, Y, and Z based on their observations. Here are some example statements:\u003c/p\u003e\u003cp\u003eParticipant 18: \u0026ldquo;\u003cem\u003eGeneration Y, on the other hand, does not have much sense of belonging to work. They value their freedom, although not as much as Generation Z. Generation Z is the generation that opposes authority. They want to be free and are very sensitive to social problems and injustice in the work environment. In general, they are impatient and get bored of everything quickly\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 21: \u0026ldquo;\u003cem\u003eGeneration Y, like Generation X, is a hard-working generation that also puts in much effort. Generation Z, on the other hand, is very independent and impatient; they want to get what they want as soon as possible, but the fact that they want everything instantly causes them to be ambitious\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 22: \u0026ldquo;\u003cem\u003eGeneration X does its job more classically. Methods other than technology are more useful for them. They initially got along poorly with Generation Y, but they improved their communication over time. Generation Y is more practical than Generation X because they were born and entered the business world when many important events were taking place around the world. They excel in technology, firmly establishing themselves as part of the digital era. Generation Y is a bridge between Generation Z and Generation X. Since Generation Z was born with technology, they can obtain any information in seconds. For this reason, they are more impatient than other generations and do not appreciate what they have. In addition to personal space and working hours in the workplace, it is important for them that the work they do is interesting. They want to use their creativity. They are hungry for new knowledge and try to get things done independently\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003ePriori themes regarding generational differences encompassed a wide range of traits. For Generation X, 71 traits were merged into 18 themes, while for Generation Y, 54 traits were combined into 22 themes. Generation Z exhibited 155 traits, categorized into 43 themes. Characteristics such as dedication to work, consistent high performance, acceptance of work conditions and managerial decisions, goal orientation, and work prioritization were grouped under the category \" task orientation\". One of the most prominent work traits for Generation Z, defined as \"seek for satisfaction at task,\" was composed of codes such as enjoyment of work, meaningful work, influence in decision-making, opportunities for growth and development, recognition and appreciation, work-life balance, fair compensation and benefits, and a positive work environment. The development of these categories also involved the use of general terminology. While the number of categories developed by the researcher is inherently subjective, it should be maintained at a manageable level (Merriam, \u003cspan citationid=\"CR51\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Therefore, to identify common themes across generations, individual traits were strategically combined (e.g., consolidating \"flexibility\" and \"adaptability\" or \"experience\" and \"discipline\") to establish overarching themes applicable to all generations. This process resulted in a total of 20 overarching themes. The findings are summarized in Table\u0026nbsp;\u003cspan refid=\"Tab5\" class=\"InternalRef\"\u003e5\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab5\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 5\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eThe differences among the generations (X-Y-Z) in the scope of business practices\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTraits\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGen X (frequency)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eGen Y (frequency)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c4\"\u003e\u003cp\u003eGen Z\u003c/p\u003e\u003cp\u003e(frequency)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eResistance to change\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eExperience and discipline\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e8 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e8 (low)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eFlexibility and adaptability\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e2 (low)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e13 (high)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTraditionalism\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTask orientation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e18 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e3 (low)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eAdherence to rules\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e4 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e10 (low)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRisk avoidance\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e2 (low)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIntegrative\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e9\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eIntrapreneurial\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e12\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCareer- oriented\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e18\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eProductivity\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e4 (high)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e2 (low)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eSeeking satisfaction at task\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCuriosity and inquiry\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e4\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eImpatience and demandingness\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e5 (low)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e1 (low)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e20 (high)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommunication problems\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e1\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eTechnology orientation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e15\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eOpenness to innovation\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCommitment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e7 (low)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eInferior performance under pressure\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e5\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eUnrealistic expectations\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e0\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e6\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec16\" class=\"Section2\"\u003e\u003ch2\u003e3.5 Gen Z\u0026rsquo;s Expectations from Business Life\u003c/h2\u003e\u003cp\u003eManagers were asked to evaluate Generation Z's expectations regarding professional life in terms of working style and conditions, motivation tools, effective methods for reward and punishment, promotion expectations, and leadership expectations. The most frequently encountered themes regarding Generation Z's expectations were flexible working (44 times) and rapid career progression (43 times). Managers stated that expectations regarding the quality and atmosphere of the work environment are more important for Generation Z compared to other generations (32 times). Examples of participant statements are provided below:\u003c/p\u003e\u003cp\u003eParticipant 7: \u0026ldquo;\u003cem\u003eSince Generation Z is a social generation, they want to combine work and leisure. So, it is like working and then sitting in a cafe with friends after work. That is why Generation Z wants flexible working hours. They do not like working hard and wasting time at work. They want to work less and more effectively. The comfort of their work area is also important to them. I observed that they work much more efficiently where they feel they belong.\u0026rdquo;\u003c/em\u003e\u003c/p\u003e\u003cp\u003eParticipant 8: \u0026ldquo;\u003cem\u003eGeneration Z wants to go to work whenever they want and leave work whenever they want. When you cannot gain their attention, it is impossible to keep them at work. They want to increase efficiency by working fewer hours. I think the field they work in should be familiar to them. In addition, opportunities such as working from home make them even more satisfied\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 15: \u0026ldquo;\u003cem\u003eIn terms of working conditions, it is extremely important for them to have areas to rest. They make sure that their working environments are more friendly and comfortable\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 29: \"\u003cem\u003eDesire for hybrid work, rest and entertainment areas in offices, flexible working hours, motivational activities, and educational support\u003c/em\u003e.\"\u003c/p\u003e\u003cp\u003eWhen managers were asked about Generation Z's expectations from business life, the responses were coded 1433 times. Each manager's view (as shown in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e) was identified across multiple business practices. These codes were then reorganized into 55 distinct themes. At this stage, an assessment was made as to whether organizational characteristics (size, sector) were a determining factor, but no such determining characteristic was found. The themes obtained were theoretically evaluated and summarized under the dimensions presented in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab6\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 6\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eGen Z\u0026rsquo;s expectations from business life\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"4\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDimensions of Business Practices\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThemes\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTotal Frequency (514)\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManagerial Approach\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOpen door policy (28)\u003c/p\u003e\u003cp\u003eManagerial flexibility, employee-oriented (19)\u003c/p\u003e\u003cp\u003eDecision-making involvement (13)\u003c/p\u003e\u003cp\u003eSupportive leadership (12)\u003c/p\u003e\u003cp\u003eFair management (10)\u003c/p\u003e\u003cp\u003eAutonomy (10)\u003c/p\u003e\u003cp\u003eTrust in leadership (8)\u003c/p\u003e\u003cp\u003eTransparency in information sharing (8)\u003c/p\u003e\u003cp\u003eLess hierarchy (5)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e113\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colspan=\"2\" nameend=\"c2\" namest=\"c1\"\u003e\u003cp\u003eCareer Advancement\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003eRapid career progression (43)\u003c/p\u003e\u003cp\u003eMerit-based promotion (16)\u003c/p\u003e\u003cp\u003eOpportunities for advancement (9)\u003c/p\u003e\u003cp\u003eClarity in potential career paths (7)\u003c/p\u003e\u003cp\u003eEntrepreneurship (1)\u003c/p\u003e\u003cp\u003eCareer abroad (1)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c4\"\u003e\u003cp\u003e77\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eCompensation \u0026amp; Benefits\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eReward/bonus system (31)\u003c/p\u003e\u003cp\u003eFinancial motivation (29)\u003c/p\u003e\u003cp\u003eVacation (10)\u003c/p\u003e\u003cp\u003eFlexible benefits (3)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e73\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWorking Conditions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFlexible working hours, flexible physical spaces (44)\u003c/p\u003e\u003cp\u003eWork-life balance (11)\u003c/p\u003e\u003cp\u003eConditions conducive to productivity and well-being (5)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e60\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eWorkplace Environment\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDesirable working environment and modern equipment (32)\u003c/p\u003e\u003cp\u003eSocial events (27)\u003c/p\u003e\u003cp\u003eDress code (4)\u003c/p\u003e\u003cp\u003ePositive atmosphere (4)\u003c/p\u003e\u003cp\u003eSpecial days (4)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e71\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eDisciplinary Actions\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eDeprivation of reward, not punishment (21)\u003c/p\u003e\u003cp\u003eDemotion as punishment (11)\u003c/p\u003e\u003cp\u003eWritten warning (7)\u003c/p\u003e\u003cp\u003ePay docking (7)\u003c/p\u003e\u003cp\u003eProgressive discipline (3)\u003c/p\u003e\u003cp\u003eVerbal feedback as a discipline (2)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e51\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003eRecognition \u0026amp; Feedback\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAppreciation (19)\u003c/p\u003e\u003cp\u003eConstructive feedback (12)\u003c/p\u003e\u003cp\u003eRegular recognition of achievements (5)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e36\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\"\u003e\u003cp\u003ePersonal Development\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eLearning and growth opportunities (16)\u003c/p\u003e\u003cp\u003eGamification (6)\u003c/p\u003e\u003cp\u003ePersonal expression (6)\u003c/p\u003e\u003cp\u003ePersonal goals (4)\u003c/p\u003e\u003cp\u003eCorporate social responsibility initiatives (1)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\"\u003e\u003cp\u003e33\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colspan=\"1\" nameend=\"c4\" namest=\"c4\"\u003e\u0026nbsp;\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec17\" class=\"Section2\"\u003e\u003ch2\u003e3.6 Managers\u0026rsquo; Views on the Management of Gen Z\u003c/h2\u003e\u003cp\u003eFinally, participants were asked to share their perspectives on managing Generation Z. 140 codes were generated from managerial views on what actions should be taken. Following the organization of these codes, 22 themes were developed. Some of the generated themes were then merged. The individual comments of a single participant regarding \"financial conditions\" and \"employer branding\" were excluded from the analysis. The theme \"Promoting Transparent Communication Channels\" was merged with the codes related to open and informal communication. Consequently, 17 themes were retained. A word cloud visualizing the frequency of these themes is presented below. As can be seen, the most salient managerial expectation identified by the participants was \"valuing and recognizing.\"\u003c/p\u003e\u003cp\u003e\u003c/p\u003e\u003cp\u003ePicture 1. How to Manage Gen Z\u003c/p\u003e\u003cp\u003eThe following section contains some comments from managers. Predominantly, managers agree on the importance of flexibility, participation in decisions, a positive and technological work environment, how they are treated, working conditions, and professional development.\u003c/p\u003e\u003cp\u003eParticipant 5: \u0026ldquo;\u003cem\u003eGiving Generation Z freedom will lead to good results from the given work\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 6: \u0026ldquo;\u003cem\u003eFirst of all, you need to be patient. It is essential to comprehend and clarify their intentions. It is important to express yourself correctly, understand what they mean, and respond appropriately. It's crucial to instill a sense of worth in them and to handle and oversee them effectively\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 8: \u0026ldquo;\u003cem\u003eGeneration Z is a generation that can do outstanding things when trained. They receive the training, apply it immediately, and prefer more practical information\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 15: \u0026ldquo;\u0026hellip;\u003cem\u003ethey expect empathy from managers. They want to be understood. They anticipate fairness in guidance and responsibility allocation. They do not want too much workload and want everyone to be given an equal workload\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 17: \u0026ldquo;\u0026hellip;\u003cem\u003eI think the easiest and most accurate way for Generation Z to manage is by making them think they are managing\u003c/em\u003e.\u0026rdquo;\u003c/p\u003e\u003cp\u003eParticipant 47: \u0026ldquo;\u003cem\u003eGeneration Z is a generation prioritizing understanding and listening. They typically hold opinions on various topics, demanding consideration and implementation when required. The ideas of Generation Z may seem very different and even absurd to a Generation X manager, but they should not think like that, because this is what being a manager requires. I think the job descriptions of Generation Z, who grew up in a digital world, should consist entirely of jobs that can be done in a digital environment. It is to create spaces where Generation Z can show their freedom and creativity. Thus, they do not have difficulty expressing themselves and can achieve much better work. Discovering the potential of individuals in Generation Z, leading them, and providing suggestions or support for their development plays a major role in increasing their motivation, productivity, and commitment.\u003c/em\u003e\u0026rdquo;\u003c/p\u003e\u003cp\u003eBased on this information, the features representing management styles are grouped according to management styles, and a comprehensive framework is presented on how Generation Z should be managed. Table\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e summarizes the gathered information.\u003c/p\u003e\u003cp\u003e\u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"Yes\" id=\"Tab7\" border=\"1\"\u003e\u003ccaption language=\"En\"\u003e\u003cdiv class=\"CaptionNumber\"\u003eTable 7\u003c/div\u003e\u003cdiv class=\"CaptionContent\"\u003e\u003cp\u003eManagement Styles for Gen Z\u003c/p\u003e\u003c/div\u003e\u003c/caption\u003e\u003ccolgroup cols=\"3\"\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e\u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e\u003cthead\u003e\u003ctr\u003e\u003cth align=\"left\" colname=\"c1\"\u003e\u003cp\u003eManager Features\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c2\"\u003e\u003cp\u003eThemes\u003c/p\u003e\u003c/th\u003e\u003cth align=\"left\" colname=\"c3\"\u003e\u003cp\u003eTotal Frequency (138)\u003c/p\u003e\u003c/th\u003e\u003c/tr\u003e\u003c/thead\u003e\u003ctbody\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003eSupportive and Development-Oriented\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAppreciation (33)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"3\" rowspan=\"4\"\u003e\u003cp\u003e57\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTraining and implementation (7)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eTolerance and respect (3)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGuidance and exploration (14)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003ePerformance-based\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFeedback (9)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e22\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eGoal-oriented (9)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eFormal mentoring (4)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eAutonomous and Flexible\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eJob design (11)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e17\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAdhocracy (6)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003eTransparent and Trust-Building\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEquity (5)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"1\" rowspan=\"2\"\u003e\u003cp\u003e16\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eOpen dialogue (11)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003eInclusive and Innovative\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eAutonomy (9)\u003c/p\u003e\u003c/td\u003e\u003ctd align=\"left\" colname=\"c3\" morerows=\"2\" rowspan=\"3\"\u003e\u003cp\u003e26\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEmployee participation (6)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003ctr\u003e\u003ctd align=\"left\" colname=\"c2\"\u003e\u003cp\u003eEdutainment (11)\u003c/p\u003e\u003c/td\u003e\u003c/tr\u003e\u003c/tbody\u003e\u003c/colgroup\u003e\u003c/table\u003e\u003c/div\u003e\u003c/p\u003e\u003cp\u003eThe findings regarding management styles, from managers' perspectives, emphasize several key expectations of Generation Z. Generation Z employees consider inclusivity and active engagement in decision-making processes crucial. Encouraging collaboration, valuing employee feedback, and fostering a sense of community and belonging appear to be beneficial approaches. The research emphasizes the importance of managers supporting professional development and knowledge acquisition. This approach may entail demonstrating appreciation, tolerance, and respect for their ideas, providing training opportunities, and cultivating a work environment that embraces continuous learning and skill development as integral components of the organizational culture. The performance-based method, which includes formal coaching, feedback, and a goal-oriented approach, also aligns with their working style. Generation Z highly values independence and the capacity to work flexibly. Accordingly, a management approach that encourages individuality and grants autonomy in approaching work corresponds to their preference for a balance between work and personal life and a feeling of empowerment in their positions. Transparency and trust-building are essential for effectively managing Generation Z. This perspective advocates transparent communication and fair treatment that foster a trusting relationship between employees and management. Innovative and inspiring leaders effectively balance Generation Z's desire for continuous learning and personal fulfillment within their work lives.\u003c/p\u003e\u003c/div\u003e"},{"header":"4 Discussion","content":"\u003cp\u003eThis study primarily focuses on assessing work-related behaviors across different generations and Generation Z's expectations based on managers' evaluations. Findings indicated that twenty-two interviewees identified Generation Y as the dominant generation they manage. In contrast, the vast majority (thirty managers) identified Generation Z as the generation they find most challenging to manage. Approximately 50% of the interviewees indicated that generational disparities create difficulties in administrative operations. The managerial problems mentioned emphasize the need for Generation Z to acclimate to the professional domain. Nevertheless, it is essential to consider the impact of Generation Z's recent entry into the workforce in this evaluation. Specifically, due to their limited experience and adjustment to the professional world compared to earlier cohorts, it is plausible that the youngest generation in the workforce might be assessed differently. In addition, the participants offered other ideas regarding regulations for the corporate setting. Multiple studies in literature provide data on the integration of Generation Z into the corporate world, the adaptation of company procedures to accommodate Generation Z, and strategies to enhance their motivation and productivity. These studies include the works of Wulur and Mandagi (\u003cspan citationid=\"CR74\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Nabahani and Riyanto (\u003cspan citationid=\"CR53\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Pandita and Kumar (\u003cspan citationid=\"CR55\" class=\"CitationRef\"\u003e2022\u003c/span\u003e), Rampen et al. (\u003cspan citationid=\"CR60\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Borg et al. (\u003cspan citationid=\"CR13\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), Said et al. (\u003cspan citationid=\"CR64\" class=\"CitationRef\"\u003e2020\u003c/span\u003e), Panwar and Mehta (\u003cspan citationid=\"CR56\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), Schroth (\u003cspan citationid=\"CR67\" class=\"CitationRef\"\u003e2019\u003c/span\u003e), and Kirchmayer and Fratričov\u0026aacute; (\u003cspan citationid=\"CR39\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eThe findings of this study regarding the work-related behaviors of different generations are consistent with those of earlier studies. Generation X demonstrates a significant propensity for resisting change, along with a pronounced emphasis on experience, discipline, traditional values, task-focused behavior, risk aversion, adherence to rules, patience, and relatively lower levels of flexibility and adaptability compared to Generations Y and Z. Prior studies in the literature have also reported similar findings, suggesting that these characteristics are significant (e.g., Waltz et al., \u003cspan citationid=\"CR73\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Montana \u0026amp; Petit, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). Generation Y, also known as the millennial generation, is characterized by its strong focus on careers and ability to effectively collaborate with both older and younger generations. They possess a remarkable degree of flexibility and adaptability, distinguishing them from other generations. The literature (Montana \u0026amp; Petit, \u003cspan citationid=\"CR52\" class=\"CitationRef\"\u003e2008\u003c/span\u003e; Laz\u0026aacute;nyi \u0026amp; Bilan, \u003cspan citationid=\"CR43\" class=\"CitationRef\"\u003e2017\u003c/span\u003e; Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e, p. 223; Iorgulescu, \u003cspan citationid=\"CR34\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) reveals similar results. Generation Z exhibits notable flexibility, adaptability, an intrapreneurial mindset, a need for task fulfillment, a willingness to embrace innovation, and a strong orientation toward technology. Nevertheless, prior studies (Chillakuri \u0026amp; Mahanandia, \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2018\u003c/span\u003e; Bencsik et al., \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) have shown a lack of commitment to regulations and impatience. An analysis of prior studies shows that comparisons between generations and the timeframe of studies influence the reporting of work behaviors. This highlights the need for longitudinal studies to assess changes over time. The COVID-19 pandemic led to the perception of older generations as disadvantaged groups in the workplace (Jung et al., \u003cspan citationid=\"CR35\" class=\"CitationRef\"\u003e2021\u003c/span\u003e). However, the results vary depending on whether the comparison is limited to Generations X and Y (as in Berkup, \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2014\u003c/span\u003e) or includes previous generations (Leiter et al., \u003cspan citationid=\"CR46\" class=\"CitationRef\"\u003e2009\u003c/span\u003e). Researchers have obtained findings that attribute the same work behaviors to certain generations at varying intensities (e.g., Benson \u0026amp; Brown, \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e2011\u003c/span\u003e; Mencl \u0026amp; Lester, \u003cspan citationid=\"CR50\" class=\"CitationRef\"\u003e2014\u003c/span\u003e). This study also assigns typical characteristics to different generations at varying levels. For instance, both Generations Y and Z exhibit high levels of flexibility and adaptability, while Generations X and Y share similar behaviors in terms of impatience and demandingness In many ways, the behavior patterns and perspectives of previous generations have also evolved. Consequently, all employees, for instance, with high adaptability are able to demand the advantages of the new world of work. In this sense, the proposed managerial skills are relevant to the entire workforce of an organization.\u003c/p\u003e\u003cp\u003eThe findings of this study regarding managers' evaluations of Generation Z's expectations from their managers and organizations make significant contributions to the literature on work design, organizational structure, leadership behaviors, and HR policies (as summarized in Table\u0026nbsp;\u003cspan refid=\"Tab6\" class=\"InternalRef\"\u003e6\u003c/span\u003e). Given that participants represent firms of varying sectors and sizes, it is evident that the aforementioned expectations may not be universally applicable. For instance, while \"flexibility\" is prominent among their demands, providing such flexibility is not feasible for someone working in a manufacturing plant or an airport. High-risk professions (such as the healthcare sector) are not suitable for participation in initiatives and decision-making. Expected fringe benefits (training, structured pay, reward/penalty systems) may not be manageable under a systematic structure in small businesses. As the most frequently reiterated demand in the study was \"valuing and recognizing,\" a common ground can be found through transparent communication that presents justifications.\u003c/p\u003e\u003cp\u003eTable\u0026nbsp;\u003cspan refid=\"Tab7\" class=\"InternalRef\"\u003e7\u003c/span\u003e, developed using the study's findings, serves as a checklist of desired leadership qualities relevant to Generation Z's expectations. While not corresponding to a specific leadership style, the checklist incorporates attributes identified in previous literature. The literature suggests that Generation Z followers are associated with certain leadership styles. Consistent with the servant leadership principles emphasized by Dwidienawati et al. (\u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2021\u003c/span\u003e), this study identified inclusion, active participation in decision-making, and a strong emphasis on feedback and community as essential expectations of Generation Z. These traits correspond to the attributes of servant leadership, including empowerment, humility, and stewardship. These qualities prioritize creating a supportive, guiding, and inclusive work environment. Moreover, the analysis highlights the importance of leaders demonstrating honesty, justice, and sincerity. These qualities have been linked to successful leadership for Generation Z, as stated by Pahrudin, Marina, and Agusinta (\u003cspan citationid=\"CR54\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) (cited in Lim, \u003cspan citationid=\"CR47\" class=\"CitationRef\"\u003e2024\u003c/span\u003e). These experts propose that ethical leadership, which includes principles such as honesty, justice, and altruism, aligns with the aspirations of Generation Z for leaders who not only set a good example but also prioritize the organization\u0026rsquo;s goals and personal growth. Komalasari et al. (\u003cspan citationid=\"CR41\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) highlight that Generation Z seeks leaders who can foster constructive communication and effectively articulate organizational objectives. These findings are consistent with the study's findings, which show that Generation Z emphasizes openness and trust-building. They want leaders to engage in clear, fair, and direct communication to establish a trusting relationship with their team members.\u003c/p\u003e\u003cp\u003eGeneration Z also desires a performance-driven approach that includes structured guidance, constructive criticism, and a results-oriented structure. This approach aligns with what Yukl (2013) describes as the transformational aspects of leadership. This strategy not only serves as a source of motivation but also corresponds to the aspirations of Generation Z for personal and professional advancement. It highlights the importance of leaders who can inspire and encourage continuous learning and career progression. Ultimately, this study finds that management approaches effective for Generation Z align with both servant and transformational leadership styles as discussed in the existing literature. This alignment suggests that such approaches can enhance employee engagement and productivity. To effectively engage and retain Generation Z individuals in the workplace, it is important to combine ethical principles and prioritize an atmosphere that fosters empowerment, personal growth, and transparent communication. Additionally, intergenerational organizational collaboration can be enhanced with adaptive and authentic leadership behaviors (Laudert, \u003cspan citationid=\"CR42\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Although the characteristics examined in this study do not represent a standard leadership strategy, they highlight the beneficial traits seen in several established leadership types.\u003c/p\u003e\u003cp\u003eVarious studies have consistently found that positive leadership traits have a beneficial impact, but negative leadership traits have detrimental consequences (e.g., Fischer \u0026amp; Sitkin, \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Currently, changing business conditions are causing leadership behaviors to acquire new attributes by prioritizing specific challenges, such as technology (Aranega et al., 2023; Behie et al., \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2023\u003c/span\u003e), remote working (Avlani \u0026amp; Charalampous, \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e), and sustainability (Piwowar-Sulej \u0026amp; Iqbal, \u003cspan citationid=\"CR57\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Freze et al., \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e). Nevertheless, this study does not assert that all the mentioned characteristics are present in every situation and every leader. In other words, leadership should be adaptable to specific circumstances, considering factors such as time, company size, and sector, rather than adhering to a specific typology. Similarly, Tidhar's (2022) study defines the leadership abilities required to effectively manage Generation Z as including sincerity, training proficiency, adaptability to change, emotional intelligence, interpersonal communication, and the capacity to deliver continuous feedback.\u003c/p\u003e\u003cp\u003eWork practices shaped by leadership will positively affect Generation Z\u0026rsquo;s motivation and therefore desired work-related outcomes (such as performance and commitment). Coaching, peer mentorship, and knowledge-sharing opportunities enhance employees' abilities and promote dedication. Ryan and Deci (\u003cspan citationid=\"CR63\" class=\"CitationRef\"\u003e2017\u003c/span\u003e) propose that providing positive feedback can significantly influence the levels of interest, contentment, and commitment among employees. Meaningful feedback, recognition, and encouragement can act as catalysts to improve performance, promote competence, and cultivate excellent working relationships. Furthermore, implementing a fair and equitable compensation system (Eijkenaar, \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2013\u003c/span\u003e) and providing recognition (Slaven, \u003cspan citationid=\"CR69\" class=\"CitationRef\"\u003e2019\u003c/span\u003e) serve as effective motivators for individuals. Hope (\u003cspan citationid=\"CR33\" class=\"CitationRef\"\u003e2016\u003c/span\u003e) indicates that, specifically, rewards and opportunities for career growth motivate Generation Z. Accordingly, both financial and non-financial rewards and recognition have a substantial impact on job satisfaction (Bari, Fanchen \u0026amp; Baloch, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2016\u003c/span\u003e). Furthermore, professional advancement affects both job satisfaction and organizational commitment (Rahayu, Rasid \u0026amp; Tannady, \u003cspan citationid=\"CR59\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e\u003cp\u003eGeneration Z is characterized by individualism and an entrepreneurial spirit. They value personal autonomy and opportunities to enhance their professional skills in the workplace. They prefer a work environment that offers flexibility, enabling them to balance their work and personal lives while adhering to ethical standards. They value collaboration but also personal autonomy. To enhance their motivation and foster personal development, they require feedback and guidance.\u003c/p\u003e\u003cp\u003eGeneration Z employees excel in a work environment that grants them personal autonomy and the freedom to work according to their preferences and needs. Their motivation stems from the prospect of exerting control over their work and making meaningful contributions. Granting autonomy in the workplace can result in heightened job satisfaction and engagement among Generation Z employees, ultimately bolstering their overall performance and achievement. Competence emphasizes Generation Z's desire to acquire and excel in various skills within their respective roles. This generation highly values opportunities for personal and professional development, continuous learning, and constructive feedback that validates their skills and assists them in advancing their careers. Additionally, the findings indicate that Generation Z needs to establish meaningful connections and a sense of belonging in their professional environment. This increases their inclination toward work environments that promote collaboration, teamwork, and interpersonal interaction.\u003c/p\u003e\u003cp\u003eBy integrating these principles into organizational operations\u0026mdash;such as granting autonomy in decision-making, facilitating skill development and advancement, and cultivating a sense of belonging and connection within the workplace\u0026mdash;organizations can establish an environment that aligns with the requirements and preferences of Generation Z employees. This strategy can potentially enhance employee performance, well-being, and retention, ultimately contributing to organizational success. By understanding and addressing these motivational drivers, companies can effectively manage and support the unique characteristics and expectations of Generation Z employees, ensuring a positive and fulfilling work environment.\u003c/p\u003e\u003cp\u003eFinally, it is crucial to acknowledge that the study's findings and recommendations not only pertain to Generation Z's needs and demands but also hold significance for the expectations of all employees. Additionally, they shed light on the widespread resignations and quiet quitting that have been a topic of discussion since COVID-19, highlighting the need for a new paradigm in the business sector (Lee et al., \u003cspan citationid=\"CR45\" class=\"CitationRef\"\u003e2023\u003c/span\u003e; Rudolph \u0026amp; Zacher, \u003cspan citationid=\"CR62\" class=\"CitationRef\"\u003e2020\u003c/span\u003e; Formica \u0026amp; Sfodera, \u003cspan citationid=\"CR25\" class=\"CitationRef\"\u003e2022\u003c/span\u003e). The COVID-19 pandemic has triggered a transgenerational transformation in the business world, fundamentally reshaping employee expectations. The inadequacy of traditional work models in managing crises has been globally echoed through phenomena such as the \"Great Resignation\" and \"quiet quitting\". These trends underscore employees' growing demand not merely for financial gain but for meaningful work-life integration, psychological safety, and autonomy. Post-pandemic, the heightened need for flexibility across all generations has compelled organizations to transition from hierarchical structures to agile, human-centric systems. Accordingly, leadership must prioritize empathy, transparency, and participatory decision-making to enhance employee experience. Furthermore, gains in productivity from digitalization should be reinforced by redefining psychological contracts, embedding fair compensation, flexible work models, and continuous learning opportunities into organizational strategies as indicated in the study\u0026rsquo;s findings. Ultimately, the post-pandemic work ecosystem can achieve sustainability only through an inclusive and resilient social contract that harmonizes individual needs with organizational goals.\u003c/p\u003e\u003cdiv id=\"Sec19\" class=\"Section2\"\u003e\u003ch2\u003e4.1 Strengths and limitations\u003c/h2\u003e\u003cp\u003eIt is essential to consider certain limitations when interpreting the results of this research. Initially, the inherent characteristics of the qualitative research methodology create constraints. The analysis of qualitative data relies on the researchers' subjective understanding, which may diverge from the intended viewpoints of the interviewees. Another potential drawback of the study could be the use of a thematic approach and single-coder analysis. With member checking, the interviewer\u0026rsquo;s findings could also be evaluated by the participant. cross-validation could control interviewer bias. data triangulation could provide a more objective assessment by including the views of Generation Z. Using a structured interview restricts potential discoveries by establishing a specific framework for conducting the interview. Also the number of questions limits the study. Secondly, there are limitations regarding the chosen sample, as most participants belong to Generation Y. The perceptions of Generation Z are commented on by both Generations X and Y (although only one manager from Generation Z was contacted). The study exclusively concentrates on the experiences and impressions of managers, perhaps disregarding the viewpoints of Generation Z employees themselves. Additionally, the snowball sampling method can introduce bias when attempting to accurately represent the entire population. The sample size could also be a limitation. Although the insights from fifty managers are valuable, increasing the sample size would enhance the study's reliability and better represent various industries and organizational sizes. Confining the study solely to Istanbul, it may limit the results' applicability to other regions or countries, potentially overlooking cultural or contextual differences in Generation Z's perceptions of the workforce.\u003c/p\u003e\u003cp\u003eDespite these limitations, the study has several strengths. The in-depth interviews allow for a detailed examination of the subject, yielding rich data on managers' experiences and viewpoints on the presence of Generation Z in the workforce. By employing a methodical approach to examining the interview transcripts, the study ensures accuracy and reliability in interpreting the data, bolstering the validity of its findings. Peer debriefing strengthens the interview bias. The template technique offers the benefits of both inductive and deductive analysis. Furthermore, the inclusion of fifty managers from diverse sectors and work positions strengthens the reliability and applicability of the study, encompassing a wide array of perspectives. The findings offer a comprehensive understanding of the managers' experiences with Generation Z, considering both their strengths and weaknesses. The findings are expected to provide valuable contributions to both scholars and practitioners.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec20\" class=\"Section2\"\u003e\u003ch2\u003e4.2 Implications for Further Research\u003c/h2\u003e\u003cp\u003eThis study contributes to the literature with comprehensive findings related to the differences in work behaviors across Generations X, Y, and Z, and Generation Z\u0026rsquo;s expectations of professional life and their managers. However, because this study's evaluations are based on managerial experiences, studies in which different generations evaluate each other and/or themselves in work processes may yield different results. Comparing multi-dimensional evaluation results could lead to more objective findings. Longitudinal studies monitoring the development of Generation Z's work behaviors and expectations over time would provide significant insights into their ability to adjust to shifting workplace dynamics and organizational cultures. By longitudinally monitoring key performance indicators and satisfaction measures, researchers can identify trends, patterns, and potential factors influencing Generation Z's career paths and organizational outcomes. Implementing this longitudinal strategy would provide valuable insights for talent management and retention initiatives, with the goal of maximizing Generation Z's contributions to organizational success.\u003c/p\u003e\u003cp\u003eIntegrating the expectations of Generation Z with those of earlier generations, such as Generations X and Y, could illuminate future organizational dynamics and provide a more comprehensive view for practitioners. Expanding the scope of the research to encompass multiple cultural contexts, in addition to Istanbul, would enhance our understanding of how cultural factors impact the attitudes and behaviors of Generation Z in the professional environment. Examining diverse regions and cultural contexts could provide insights into how cultural norms and practices influence the work values, behaviors, and expectations of Generation Z. This information could be used to develop cross-cultural management practices specifically designed to effectively engage and motivate Generation Z personnel in various environments. The generalizability of the findings can be increased with a larger sample and geographical diversity. In another study, the situation can be evaluated by focusing on specific sectors and making a comparative analysis of where Generation Z is advantageous (flexible) or disadvantaged (bureaucratic). On the other hand, groups where the manager generation and the follower generation are more heterogeneous can contribute to seeing prejudice and sociological dynamics.\u003c/p\u003e\u003cp\u003eCombining quantitative methodologies with qualitative research could enhance the depth of qualitative insights by incorporating quantitative data. This approach allows for a more comprehensive understanding of Generation Z's influence on the workforce.\u003c/p\u003e\u003cp\u003eAn extensive investigation of job-crafting tactics among Generation Z employees could provide insight into how they proactively shape their roles and responsibilities in the workplace. This investigation could entail conducting qualitative interviews or observational research to capture the intricate methods that Generation Z individuals employ in tailoring their professions to match their preferences and values. Considering Generation Z's adeptness with technology, it is necessary to investigate how their technology use impacts their job-crafting tactics. One possible approach is to analyze how digital tools, social media platforms, and remote collaboration technologies contribute to promoting job-crafting behaviors among Generation Z employees. Analyzing the relationship between technology usage and job crafting could provide valuable insights for organizations seeking to leverage technology to empower Generation Z employees to personalize their work experiences and optimize their contributions to corporate objectives.\u003c/p\u003e\u003c/div\u003e\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e\u003ch2\u003e4.3 Implications for Practice\u003c/h2\u003e\u003cp\u003eThe findings offer valuable insights for practitioners to formulate procedures in both managerial and human resources domains. In addition to the mandatory changes that have emerged in the business world in recent years (including the effects of COVID-19, the Great Resignation, and the subsequent quiet quitting), certain obligations to reshape the business world have naturally arisen with the increasing presence of Generation Z. Comparing the expectations of Generation Z with those of other generations reveals some common ground. However, Generation Z demonstrates a more intense and precise attitude toward these expectations. These expectations are crucial for altering business priorities and identifying competencies needed to meet future professional demands. It is imperative to embrace new management approaches that cater to the unique qualifications of this generation, which are also critical for future organizations. Incorporating mentoring and coaching activities into management style is essential.\u003c/p\u003e\u003cp\u003eFurthermore, research indicates that individuals who have the freedom to express themselves, experience a sense of acceptance, and participate in their work environment's decision-making processes tend to exhibit higher levels of motivation in their professional endeavors. Accordingly, managerial flexibility, cooperative decision-making, and autonomy in work processes will positively impact on employees' work attitudes. Engaging Generation Z employees in decision-making processes and seeking advice on organizational concerns can empower them and foster a sense of ownership and belonging in the workplace. Introducing adaptable work regulations that cater to Generation Z's preference for independence and a harmonious work-life balance will improve employee contentment and retention. Creating a conducive environment, incorporating enjoyable learning experiences, and fostering informal communication will enhance their ability to adjust to the workplace. Recognizing employees' contributions and offering opportunities for professional advancement and skill enhancement help to cultivate a positive work environment and encourage employee involvement.\u003c/p\u003e\u003cp\u003eUtilizing Generation Z's technological expertise to create new and efficient organizational procedures can improve efficiency and competitiveness in the digital era. In addition, given that Generation Z employees are not solely motivated by financial gain or professional advancement, companies should prioritize talent management practices and implement innovative recruitment techniques to ensure a good fit between the job and the individual, as well as between the company and the individual. Punishment has a detrimental impact on the connection between Generation Z and their employment, as well as their employers, rather than serving as a deterrent. Therefore, it is crucial to ensure that rules are explicitly defined, universally applicable, and that Generation Z employees are actively involved in decision-making processes, safeguarding the integrity of crucial operational rules and procedures. Additionally, workplaces with a strong sense of institutional culture and egalitarian and open practices are more likely to attract them.\u003c/p\u003e\u003cp\u003eIn addition to these, recommendations vary depending on the company\u0026rsquo;s profile. The impact of intergenerational dynamics on organizational outcomes varies depending on contextual factors such as an institution's size, sector, and geographic location. In SMEs (Small and Medium Enterprises), resource constraints may hinder the implementation of intergenerational mentorship or flexible work policies, while large-scale corporations can develop structured programs (e.g., reverse mentoring or generation-specific training) to manage multigenerational teams. In dynamic sectors like technology, Generation Z\u0026rsquo;s digital skills may accelerate innovation, whereas in traditional manufacturing sectors, Baby Boomers\u0026rsquo; operational experience can play a critical role in ensuring continuity. Geographic factors further diversify outcomes through cultural norms: For instance, in Western societies, individualism and autonomy emphasize younger generations\u0026rsquo; (Y and Z) demands for flexible work, while in Asian countries, collectivist values and respect for hierarchy shape intergenerational harmony processes. In emerging economies, a large youth population accelerates digital transformation, whereas in aging populations, knowledge transfer from experienced workers becomes a priority. Sectoral and geographic contexts also influence conflict management: In the service sector, customer interaction necessitates multigenerational teams\u0026rsquo; communication skills, while in global companies, cross-cultural communication adds complexity by layering generational differences. Ultimately, intergenerational management strategies must be context-sensitive, tailored to an organization\u0026rsquo;s scale, sectoral nature, and geographic-cultural fabric. This flexibility enables organizations to leverage generational synergies while building resilience in global competition.\u003c/p\u003e\u003c/div\u003e"},{"header":"5 Conclusion","content":"\u003cp\u003eThis study examines the diverse composition of generational cohorts in the workplace, focusing specifically on the unique attributes and expectations of Generation Z. It also investigates the managerial challenges and opportunities that arise as a result of their employment. This study aims to gain a thorough understanding of Generation Z by utilizing qualitative research findings from their managers' perspectives. The study highlights the importance of innovative managerial strategies that align with this technologically skilled and principle-driven group. The results demonstrate a link between theoretical and empirical research by using a qualitative research method to illustrate the complex and contextual experiences of managers dealing with intergenerational dynamics. The aim of this study is to uncover managers' key perspectives on Generation Z through a comprehensive series of interviews and to contrast these viewpoints with the experiences of supervising previous cohorts. This approach can potentially improve our understanding of generational dynamics and offer practical insights for creating a positive and productive work environment across different generations. The study's findings not only contribute to the management of Generation Z but also offer important standpoints for organizations adapting to the new business world. They point to potential actions needed to achieve a human-centered organizational structure within the new paradigms and to successfully navigate organizational transformation. In this context, the study can contribute to the competitiveness and sustainability of organizations.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cstrong\u003eEthics approval and consent to participate\u0026rsquo;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe study was conducted in accordance with the Declaration of Helsinki and received ethical approval from the Istanbul Medipol University Social Sciences and Humanities Research Ethics Committee (Date: July 10, 2023, Decision No: 93). Data collection, including the consent process, took place between September 2023 and December 2023. Informed consent was obtained from all 50 participants before the interviews.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eThe approved protocol allows for a multi-method data collection approach, including face-to-face, online, and telephone interviews. Consent was obtained using two different methods according to this protocol:\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eFor the four (4) interviews conducted face-to-face, participants provided written and signed informed consent.For the remaining forty-six (46) interviews conducted remotely (via WhatsApp, Zoom, or telephone), the oral consent procedure was adopted, as authorized by the ethics committee for non-face-to-face methods.\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eFor this oral procedure, the researcher read the entire contents of the approved consent form to each participant. Once the participant verbally confirmed their desire to participate, this affirmative consent was formally documented by marking it in a digital record (MS Word) maintained by the researcher for each interview. This adaptation ensured a robust consent process that respected the practicalities of approved remote interviewing methods.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Availability Statement\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDue to ethical and legal restrictions, participants in this study did not consent to the public sharing of their full interview transcripts. Consequently, the data presented in this article are not publicly available. Requests for access to the datasets should be directed to the corresponding author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConflict of Interest\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe author stated that there was no institutional support for this study.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAcknowledgments\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors thank all managers for their participation in this qualitative study. Also, thanks to Dr. Duygu G\u0026uuml;ner G\u0026uuml;ltekin for all support and peer debriefing.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eOGE- conception- design of the work- acquisition -analysis- interpretation of data- the creation of new software used in the work- drafted the work- substantively revised it\u003c/p\u003e"},{"header":"References","content":"\u003cp\u003eAggarwal, A., Sadhna, P., Gupta, S., Mittal, A., \u0026amp; Rastogi, S. (2022). Gen Z entering the workforce: Restructuring HR policies and practices for fostering the task performance and organizational commitment. J. Public Affairs, 22(3), e2535. [doi: 10.1002/pa.2535]\u003c/p\u003e\n\u003cp\u003eAlsaawi, A. (2014). A critical review of qualitative interviews. Eur. J. Bus. Soc. Sci., 3(4). [doi: 10.2139/SSRN.2819536]\u003c/p\u003e\n\u003cp\u003eAránega, A. Y., Montesinos, C. G., \u0026amp; del Val Núñez, M. T. (2023). 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[doi: 10.37531/sejaman.v6i2.5078]\u003c/p\u003e\n\u003cp\u003eYukl, G., Mahsud, R., Hassan, S., \u0026amp; Prussia, G. E. (2013). An improved measure of ethical leadership. J. Leadersh. Organ. Stud., 20(1), 38- 48. [doi: 10.1177/1548051811429352]\u003c/p\u003e\n\u003cp\u003eZemke, R., Raines, C., \u0026amp; Filipczak, B. (1999). Generations at work: Managing the clash of Veterans, Boomers, Xers, and Nexters in your workplace. 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The primary objective of this study is to evaluate the work organization preferences of Gen Z and determine if these preferences differ from those of preceding generations, according to managers' perspectives. Based on these evaluations, the study focuses on the disparities in work-related behaviors between Gen Z and other generations. And also aimed to determine motivational factors for Generation Z in the workplace, including reward and punishment mechanisms, promotion expectations, and optimal management practices to effectively accommodate them.\u003c/p\u003e\u003cp\u003eMethods: A qualitative study was designed using in-depth interviews, involving 50 managers from diverse sectors and managerial positions. The study was conducted in Istanbul and focused on enterprises with over 50 employees. The responses from the interviews were assessed using thematic analysis with a template approach. The transcripts were analyzed using Taguette software.\u003c/p\u003e\u003cp\u003eResults and Discussion: While the majority of managers belong to Generation Y, they report that Generation Z employees present the most significant managerial challenges. Over half of the managers indicated the challenges in the management process are primarily related to work commitment and discipline, irrespective of generational differences. On the other hand, evaluations from the remaining managers, regardless of their own generational affiliation, indicate that intergenerational conflict is prevalent in organizations, with Gen Y standing out in terms of compatibility with other generations and adaptation to today's business conditions. Furthermore, generations are primarily differentiated by their work habits and communication styles. Additionally, while having relatively high expectations regarding job design and workplace conditions, Gen Z possesses valuable attributes such as adaptability and technological proficiency, which are crucial for the future of organizations. Managers also agree that prioritizing the work environment, flexibility, recognition, participation in decision-making, and professional growth are essential for business success. 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