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Review the Generation Characteristics and Motivational Preferences Table in the

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Review the Generation Characteristics and Motivational Preferences Table in the textbook and then read the Chapter 18 Case Study titled: Generational Tension in the Office – Case for Chapters 3, 4, and 14 on p. 562.
You are a member of the team that helped hire a group of staff for Chloe’s project and her management mentor from her department. In your professional response email to Chloe, along with a briefing about GenZ in the workplace that addresses her questions listed at the end of the case study. Be sure to provide Chloe references (in APA format) to any pertinent resources used to write your email response and briefing. Your completed assignment should be creative but grounded in research, 3-4 pages long.
You may find these resources or some from your own research helpful as you complete this assignment.
Revoy, J. (2018). Gen-Z to take over the workplace. Training and Development Excellence Essentials. https://prx-herzing.lirn.net/login?url=https://search.proquest.com/docview/2158001370?accountid=167104 (Links to an external site.)
Gilsford, K., Hanleybrown, F. & Laryea, D. (2017). How to improve the engagement and retention of young hourly workers. Harvard Business Review. https://hbr.org/2017/12/how-to-improve-the-engagement-and-retention-of-young-hourly-workers (Links to an external site.)
Estimated time to complete: 5 hours
Rubric
HI217 Unit 2 Assignment – GenZ in the Workplace
HI217 Unit 2 Assignment – GenZ in the Workplace
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeContent
40 pts
Level 5
Demonstrates the ability to construct a clear and insightful problem statement/thesis statement/topic statement with evidence of all relevant contextual factors.
36 pts
Level 4
Demonstrates the ability to construct a problem statement, thesis statement/topic statement with evidence of most relevant contextual factors, and problem statement is adequately detailed.
32 pts
Level 3
Begins to demonstrate the ability to construct a problem statement/thesis statement/topic statement with evidence of most relevant contextual factors, but problem statement is superficial.
28 pts
Level 2
Demonstrates a limited ability in identifying a problem statement/thesis statement/topic statement or related contextual factors.
24 pts
Level 1
Demonstrates the ability to explain contextual factors but does not provide a defined statement.
0 pts
Level 0
There is no evidence of a defined statement.
40 pts
This criterion is linked to a Learning OutcomeAnalysis
40 pts
Level 5
Organizes and compares evidence to reveal insightful patterns, differences, or similarities related to focus.
36 pts
Level 4
Organizes and interprets evidence to reveal patterns, differences, or similarities related to focus.
32 pts
Level 3
Organizes and describes evidence according to patterns, differences, or similarities related to focus.
28 pts
Level 2
Organizes evidence, but the organization is not effective in revealing patterns, differences, or similarities.
24 pts
Level 1
Describes evidence, but it is not organized and/or is unrelated to focus.
0 pts
Level 0
Lists evidence, but it is not organized and/or is unrelated to focus.
40 pts
This criterion is linked to a Learning OutcomeWriting
15 pts
Level 5
The paper exhibits an excellent command of written English language conventions. The paper has no errors in mechanics, grammar, or spelling.
13.5 pts
Level 4
The paper exhibits a good command of written English language conventions. The paper has no errors in mechanics or spelling with minor grammatical errors that impair the flow of communication.
12 pts
Level 3
The paper exhibits a basic command of written English language conventions. The paper has minor errors in mechanics, grammar, or spelling that impact the flow of communication.
10.5 pts
Level 2
The paper exhibits a limited command of written English language conventions. The paper has frequent errors in mechanics, grammar, or spelling that impede the flow of communication.
9 pts
Level 1
The paper exhibits little command of written English language conventions. The paper has errors in mechanics, grammar, or spelling that cause the reader to stop and reread parts of the writing to discern meaning.
0 pts
Level 0
The paper does not demonstrate command of written English language conventions. The paper has multiple errors in mechanics, grammar, or spelling that cause the reader difficulty in discerning the meaning.
15 pts
This criterion is linked to a Learning OutcomeAPA
5 pts
Level 5
The required APA elements are all included with correct formatting, including in-text citations and references.
4.5 pts
Level 4
The required APA elements are all included with minor formatting errors, including in-text citations and references.
4 pts
Level 3
The required APA elements are all included with multiple formatting errors, including in-text citations and references.
3.5 pts
Level 2
The required APA elements are not all included and/or there are major formatting errors, including in-text citations and references.
3 pts
Level 1
Several APA elements are missing. The errors in formatting demonstrate a limited understanding of APA guidelines, in-text-citations, and references.
0 pts
Level 0
There is little to no evidence of APA formatting and/or there are no in-text citations and/or references.
5 pts
Total Points: 100
Next Generation Analytics (NGA) secures a new contract for a large data project that has a quick turnaround. They need to expand their workforce in order to complete this project on a very short timeline, but the labor market is really tight with very low unemployment rates in most geographic areas. NGA is already short-staffed, has had trouble hiring highly qualified employees, and needs to bring on some new folks to work on this important project.
Chloe, a white Millennial in her mid-30s, is assigned as the project manager. She has worked for NGA for 10 years, since graduating from college with a degree in computer science. She’s been married to her high-school sweetheart for 12 years and has three “perfect” children. She has expressed interest in getting more management experience, taking on something new, and seems like a good choice to lead this project, despite having little management background. Chloe was, unfortunately, on an extended family vacation when the project came in.
In Chloe’s absence HR went ahead and hired a group of young hourly workers (Gen Zers) to start work on the project when Chloe returns from holiday. Among the group are the following individuals:
■ Jose – a 21-year-old male, first-generation college student from a close-knit Hispanic family; he needs to work part-time to help support them and put himself through engineering school.
■ Jasmine – a 19-year-old African American female, who has been working retail since graduating from high school; she is considering going into the military, where she thinks she can build a career and eventually go to officer training school.
■ Jamal – an 18-year-old African American male, who graduated first in his class from high school and is taking a gap year before college; he plans to eventually study economics and perhaps become a professor.
■ Robert – a 20-year-old white male, who was in a gang in his teens, got into trouble, and was homeless for a while; he applied for this work on his counselor’s recommendation and is now trying to get his act together and go to community college.
■ Candy – a 22-year-old white female, who is going to beauty school part-time and working part-time to make ends meet; she wants to open her own salon someday.
■ Juanita – a very intelligent, 18-year-old Hispanic from a well-to-do family, who rebelled against going to the college where she’d been accepted, left home, and now plans to make it on her own.
Since Chloe was gone during the hiring process, she knows none of these details and arrives back at work to learn that she needs to get up-to-speed and ready to start the project asap. She calls an initial meeting of the group. As she joins them, Chloe’s first observation is that they are a very “motley-looking crew.” They all have their phones out, are texting, and looking things up on their phones. She asks them to join the meeting, and after giving them a little bit about her background, she invites them all to introduce themselves to her and to each other. As they relate the above descriptions of their backgrounds, she notices a couple of things:
Most have tattoos, which kind of scares her.
Some don’t initially seem to be too smart.
A couple have wild hair styles, like a mohawk, dreads, or shaved head.
She thinks one is LGBTQ; she doesn’t know anyone who is like this.
These folks are very diverse, different from her, and she doesn’t know and hasn’t worked with many folks from different cultural backgrounds.
Chloe asks herself, “What could HR be thinking when they hired these folks?” She is kind of freaked out and at a loss for how to handle the situation. She can already feel the generational tension in the room. Regardless, she plows ahead, handing out a description of the project with a listing of the tasks to be performed and asking the new team to review it and consider what tasks interest them most. She suggests that they take a break and reconvene later in the day.
When she gets back to her office, Chloe tries to reach you, her management mentor at NGA, about the situation. When she doesn’t get ahold of you right away, she sends you an email, explaining what happened in the meeting and asking for your help in addressing the following questions:
Why did NGA’s HR department hire these folks? Have they gone bananas? You were involved in the hiring process, why do you think these folks were brought on for the project?
I’ve never worked with these kinds of Gen Zers before. What can you tell me about what these workers are like and what their motivational preferences are?
How do you recommend I move forward in the short-run and the long-run?
Do you think I’m stereotyping and being biased? How so?
What am I missing here? And, what should I do next?

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