The “M Factor - How the Millennial Generation is Rocking the                     Workpkace”

Lancaster, Lynne C.; Stillman, D. E.

doi:10.1177/0974173920110428

Cited by 40 publications

(47 citation statements)

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“…In this vein, Freund (2006) pointed out that younger employees focus on promotion, whereas older employees focus on maintenance and prevention (Ebner, Freund, and Baltes, 2006;Kanfer and Ackerman, 2004). This view has been supported by similar research streams, such as generational research (Dries, Pepermans, and De Kerpel, 2008;Hodgkinson and Ford, 2014;Lancaster and Stillman, 2010), or studies on life or career stages (Conway, 2004;Finegold et al, 2002). With regard to the dual ladder, this implies that age-related changes in needs and expectations are likely to influence the relationships between the dual ladder properties and the degree to which dual ladders achieve their objectives.…”

Section: Moderator Effectsmentioning

confidence: 86%

“…Therefore, this study's first research question is: What are key design attributes of dual ladders that facilitate R&D professionals' organizational commitment and career satisfaction? Moreover, previous research on career management suggests that the effects of career management practices likely depend on individual as well as on organizational level contingency factors, such as R&D professionals' age and their self‐directedness in career management, as well as firm size (Çakmak‐Otluoğlu, ; Lancaster and Stillman, ; Leal‐Rodríguez, Eldridge, Roldán, Leal‐Millán, and Ortega‐Gutiérrez, ). For example, when R&D professionals' self‐directed career management is high, their career satisfaction may be less dependent on their equality perception of the technical ladder.…”

Section: Introductionmentioning

confidence: 99%

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A contemporary justice perspective on dual ladders for R&D professionals

Hoffmann¹,

Hoegl²,

Muethel³

et al. 2016

J of Product Innov Manag

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Research and development (R&D) professionals play a key role in companies' innovation performance. Whereas prior research has indicated the potential benefits of dual ladder career systems to retain and motivate R&D professionals, there is a lack of knowledge regarding the design properties of dual ladders that facilitate such positive effects. The purpose of this study is to address this research gap by exploring how organizations can design dual ladders to enhance R&D professionals' organizational commitment and career satisfaction. Drawing on contemporary justice theory, we point to two factors integral for the successful application of dual ladders: the perceived equality of the technical ladder and the transparency of the dual ladder. These factors are related to R&D professionals' organizational commitment and career satisfaction. Furthermore, this study investigates whether these relationships are moderated by R&D professionals' age and self-directedness in career management as well as firm size. The hypotheses are tested in a cross-level study with 9 heads of R&D departments, 32 human resource managers, and 382 R&D professionals from 32 organizations. Based on the analyses, this study finds positive relationships between the perceived equality and the transparency of the dual ladder with R&D professionals' organizational commitment and career satisfaction. In addition, the findings show that the effects of the perceived equality of the technical ladder on R&D professionals' career satisfaction are weaker at high levels of self-directed career management. The study contributes by developing theory on the consequences of dual ladders' design properties and moderating influences thereon. Thus, this research has implications for the literature on innovation management by expanding the knowledge on the interplay between career management and the human side of innovation.

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Section: Moderator Effectsmentioning

confidence: 86%

Section: Introductionmentioning

confidence: 99%

A contemporary justice perspective on dual ladders for R&D professionals

Hoffmann¹,

Hoegl²,

Muethel³

et al. 2016

J of Product Innov Manag

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“…(Uğraş, 2012, p.19-20;Arabacı and Polat, 2013, p.13) The next generation, raised in the digital world shaped by information and communication technologies, is named in many different ways in literature. Most of these names are: Net Generation, Digital Generation, Y-Generation, Internet Generation, Multitasking Generation, Millennium Generation, Technology Generation, Media Generation (Jukes, Mccain, and Crockett, 2010;McCrindle and Wolfinger, 2010;Rosen, 2010;Wallis, 2006;Lancaster and Stillman, 2010;Howe and Strauss, 2000;Lancaster and Stillman, 2010;Cvetkovic and Lackie, 2009; cited by Uğraş, 2012, p.1-2.) This generation is also described as Millennials, Net Generation, the Gamer Generation, Next Generation, N-Generation, Cyber Kids, Homo Zappiens, Grasshopper Mind.…”

Section: Digital Natives: Conceptual Frameworkmentioning

confidence: 99%

Halk Kütüphaneleri̇ Ve Di̇ji̇tal Yerli̇ler: Türki̇ye’de Durum

ARAS¹

2019

TurkishStudies

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Digital natives are the generation of people who are born into and raised in digital technology, accept digital instruments as a part of their lives, see technology as an ordinary part of their everyday lives, and create a unique lifestyle shaped by digital media. These people differ from individuals of former generations with their unique characteristics. Especially while learning, they exhibit different attitudes, perceptions and behaviors from individuals of former generations in processes such as searching, accessing, using, sharing information, etc. Due to these differences, it is inevitable for education and culture institutions to develop new methods, services and applications intended for digital natives. One of these educational institutions is the public libraries. Today, it is essential to take into consideration the changing needs and expectations of digital natives, who are the most important users of public libraries' services and applications. In this study, with which efficacy of digital native-oriented services and policies that public libraries in Turkey have developed have been questioned, it has been aimed to determine the perceptions, thoughts and expectations of the librarians, administrators and clerks working in the public libraries regarding the services and applications provided to digital natives in the libraries they work. Within this framework, a questionnaire has been executed covering 399 participants selected randomly from administrators, librarians and

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“…As mentioned elsewhere in this volume, the transition to adulthood is increasingly multidimensional and nonlinear, and the transition from school‐based learning to workplace learning is equally complex. Facilitating this transition and helping young adults adjust to the new forms of learning they will encounter on the job requires more than a cursory nod to “what Millennials are like” or a seminar on intergenerational work relationships—although this information may be helpful (e.g., Lancaster & Stillman, ). Although men and women who finished college as nontraditional or adult learners may have previous work experiences to draw from, they also talk about the challenges of mastering a new work environment (Olson, ).…”

Section: Learning a New Kind Of Learningmentioning

confidence: 99%