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Purpose: The aim of the text is to identify managerial competencies that are most and least desired by representatives of Generation Z. Additionally, the article sought to examine whether there are significant statistical differences in the evaluations of these competencies between women and men of this generation participating in the study.
Design/methodology/approach: The following research hypotheses were set: H1: There are specific managerial competencies that are particularly desired by representatives of Generation Z; H2: There are specific managerial competencies that are especially undesirable for representatives of Generation Z; H3: There are statistically significant differences in the assessments of managerial competencies between women and men of Generation Z. To verify hypotheses H1 and H2, basic statistical measures were used: arithmetic mean (M), median (Me), and standard deviation (SD). The Mann-Whitney U test was employed to verify hypothesis H3.
Findings: All competencies that were the subject of the study are highly rated by respondents, indicating a general consensus that these competencies are crucial for managers. The highest- rated competency is the clear definition of task structure, and the ability to manage crises effectively is also highly valued by respondents. Among competencies with lower ratings are such as creating an organized list of tasks that take into account the interdependencies between them or effectively motivating employees by using both rewards and punishments to achieve desired results. However, these competencies also achieved relatively high average values, emphasizing their significance. The Mann-Whitney U test showed no significant statistical differences in evaluations between women and men, confirming that both groups have similar expectations and opinions about the importance of various managerial competencies.
Research limitations/implications: The limitations of the text include the lack of representativeness of the study, resulting in the inability to generalize the findings. Future research directions may include: determining differences in the perception of managerial competencies stemming from diverse cultural traditions, examining whether respondents' expectations differ depending on the industry or sector they are employed in, and investigating whether specific personality traits influence expectations regarding managerial competencies.
Originality/value: The results can be significant for both the academic community and practitioners. This study enriches knowledge in the area of cohort theory, and the presented findings can assist in understanding Generation Z's expectations in the work environment. Additionally, the work provides a valuable contribution to literature in the field of human resource management, analyzing it through the lens of Generation Z.(original abstract)
Design/methodology/approach: The following research hypotheses were set: H1: There are specific managerial competencies that are particularly desired by representatives of Generation Z; H2: There are specific managerial competencies that are especially undesirable for representatives of Generation Z; H3: There are statistically significant differences in the assessments of managerial competencies between women and men of Generation Z. To verify hypotheses H1 and H2, basic statistical measures were used: arithmetic mean (M), median (Me), and standard deviation (SD). The Mann-Whitney U test was employed to verify hypothesis H3.
Findings: All competencies that were the subject of the study are highly rated by respondents, indicating a general consensus that these competencies are crucial for managers. The highest- rated competency is the clear definition of task structure, and the ability to manage crises effectively is also highly valued by respondents. Among competencies with lower ratings are such as creating an organized list of tasks that take into account the interdependencies between them or effectively motivating employees by using both rewards and punishments to achieve desired results. However, these competencies also achieved relatively high average values, emphasizing their significance. The Mann-Whitney U test showed no significant statistical differences in evaluations between women and men, confirming that both groups have similar expectations and opinions about the importance of various managerial competencies.
Research limitations/implications: The limitations of the text include the lack of representativeness of the study, resulting in the inability to generalize the findings. Future research directions may include: determining differences in the perception of managerial competencies stemming from diverse cultural traditions, examining whether respondents' expectations differ depending on the industry or sector they are employed in, and investigating whether specific personality traits influence expectations regarding managerial competencies.
Originality/value: The results can be significant for both the academic community and practitioners. This study enriches knowledge in the area of cohort theory, and the presented findings can assist in understanding Generation Z's expectations in the work environment. Additionally, the work provides a valuable contribution to literature in the field of human resource management, analyzing it through the lens of Generation Z.(original abstract)
Rocznik
Strony
619--632
Opis fizyczny
Twórcy
autor
- Bialystok University of Technology, Poland
Bibliografia
- 1. Baczyńska, A.K., Koźmiński, A.K., Korzyński, P. (2018). Kompetencje menedżera. In: A. Baczyńska (Ed.), Menedżerowie czy przywódcy. Studium teoretyczno-empiryczne (pp. 274-275). Poltext: Warszawa.
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- 3. Berge, Z.L., Berge, M.B. (2019), The economic ABCs of educating and training generations X, Y, and Z. Performance Improvement, Vol. 58, No. 5, pp. 44-53, doi: 10.1002/pfi.21864.
- 4. Bergler, T.E. (2020). Generation Z and Spiritual Maturity. Christian Education Journal: Research on Educational Ministry, Vol. 17, Iss. 1, pp. 75-91, doi: https://doi.org/10.1177/0739891320903058.
- 5. Bernier, L. (2015). Getting ready for gen Z. Canadian HR Reporter, Vol. 28, No. 19, pp. 11-16. Retrieved from: https://www.hrreporter.com/news/hr-news/getting-ready-for- gen-z/281479, 23.08.2023.
- 6. Bresman, H., Rao, V. (2018). Building leaders for the next decade: How to support the workplace goals of Generation X, Y and Z. INSEAD Emerging Markets Institute. Retrieved from: https://www.insead.edu/sites/default/files/assets/dept/centres/emi/docs/generations- series-building-leaders-for-the-next-decade.pdf, 23.08.2023.
- 7. Chiiakuri, B. (2020). Understanding Generation Z expectations for effective onboarding. Journal of Organizational Change Management, Vol. 33, Iss. 7, pp. 1277-1296, doi: 10.1108/JOCM-02-2020-0058.
- 8. Cortés Quesada, J.A., Barceló Ugarte, T., Fuentes Cortina, G. (2022). Estudio sobre el consumo audiovisual de la Generación Z en España. Fonseca, Núm. 24, pp. 19-32, doi: https://doi.org/10.14201/fjc.28216
- 9. Crouch, B. (2015). How will gen Z disrupt the workforce? Retrieved from: http://fortune.com/2015/05/22/generation-z-in-the-workplace/, 23.08.2023.
- 10. Dwivedula, R., Singh, P., Azaran, M. (2019). Gen Z: where are we now, and future pathways. Journal of Human Resource Management, Vol. 22, No. 2, pp. 28-40.
- 11. Farrell, W.C., Phungsoonthorn, T. (2020). Generation Z in Thailand. International Journal of Cross Cultural Management, Vol. 20, Iss. 1, pp. 25-51, doi: https://doi.org/10.1177/1470595820904116.
- 12. Flippin, C.S. (2017). Generation Z in the workplace: Helping the newest generation in the workforce build successful working relationships and career. Candace Steele Flippin.
- 13. Forum Odpowiedzialnego Biznesu (2022). Pokolenie Z najkrytyczniej nastawione do swoich pracodawców. Retrieved from: https://odpowiedzialnybiznes.pl/karta- roznorodnosci/aktualnosci-karta/pokolenie-znajkrytyczniej-nastawione-do-swoich- pracodawcow/, 23.09.2022.
- 14. Fratričová, J., Kirchmayer, Z. (2018). Barriers to work motivation of generation Z. Journal of HRM, Vol. 21, No. 2, pp. 28-39.
- 15. Frąckiewicz, E. (2023). Włączenie cyfrowe a ograniczanie korzystania z mediów społecznościowych - generacja BB a generacja Z. Marketing i Rynek, Vol. 8, pp. 3-11, DOI: 10.33226/1231-7853.2023.8.1.
- 16. Grabiwoda, B. (2018). E-konsumenci jutra: pokolenie Z i technologie mobilne. Warszawa: Wydawnictwo Nieoczywiste.
- 17. Iorgulescu, M.C. (2016). Generation Z and its perception of work. Cross-Cultural Management Journal, Vol. 9, Iss. 1, pp. 47-54.
- 18. Jankowska, M.M. (2022). Autorytet 2.0. Kształtowanie się wzorców w scyfryzowanym świecie pokolenia Z. Zarządzanie Zasobami Ludzkimi, Vol. 146-147, No. 3-4, pp. 43-55, DOI: 10.5604/01.3001.0015.9573.
- 19. Jeruszka, U., Wolan-Nowakowska, M. (2020). Zarządzanie różnorodnością w organizacji. Warszawa: Difin.
- 20. Juchnowicz, M. (ed.) (2014). Zarządzanie kapitałem ludzkim. Procesy-narzędzia-aplikacje. Warszawa: PWE.
- 21. Kocot, M., Kwasek, A. (2023). Płacowe i pozapłacowe czynniki motywujące do podjęcia aktywności zawodowej studentów w świetle badań własnych. Zeszyty Naukowe Wyższej Szkoły Humanitas. Zarządzanie, Vol. 24, No. 1, pp. 61-75, DOI: 10.5604/01.3001.0053.4044.
- 22. Kwiecińska, M., Grzesik, K., Siewierska-Chmaj, A., Popielska-Borys, A. (2023). Generational differences in values and patterns of thinking in the workplace. Argumenta Oeconomica, Vol. 50, No. 1, pp. 95-118
- 23. Lanier, K. (2017). 5 Things HR professionals need to know about generation Z: thought leaders share their views on the HR profession and its direction for the future. Strategic HR Review, Vol. 16, No. 6, pp. 288-290, doi: 10.1108/SHR-08-2017-0051.
- 24. Leśniak, R. (2022). Motywowanie pracowników sektora bankowego w świetle przynależności pokoleniowej. Warszawa: CeDeWu.
- 25. Lima-Vargas, A.E., Cervantes-Aldana, F.J., Lima-Vargas, S. (2022). La intención de compra en la generación Z en el mercado de moda. Contaduría y administración, Vol. 67, No. 4, pp. 72-97, doi: https://doi.org/10.22201/fca.24488410e.2022.2974.
- 26. Marciniak, M. (2020). Kultura popularna a zaangażowanie społeczno-obywatelskie młodzieży akademickiej. Podstawy Edukacji, Vol. 13, pp. 147-162, DOI: 10.16926/pe.2020.13.10.
- 27. Michalak, S., Olejnik, I. (2023). Burnout and Ways of Preventing It: a Qualitative Analysis. Zeszyty Naukowe Uniwersytetu Ekonomicznego w Krakowie, Vol. 1000, No. 2, pp. 87-103, DOI: 10.15678/ZNUEK.2023.1000.0205.
- 28. Miller, L.J., Lu, W. (2019). Gen Z is set to outnumber millennials within a year. Blumberg. Retrieved from: https://www.bloomberg.com/news/articles/2018-08-20/gen-z- to-outnumber-millennials-within-a-year-demographic-trends
Typ dokumentu
Bibliografia
Identyfikatory
Identyfikator YADDA
bwmeta1.element.ekon-element-000171685732
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