Intergenerational Differences in Work Motivation:

A Qualitative Study

Industrial/Organizational Psychology

BA Programme (Psychology-Philosophy), SEM 6

20032501287
 Intergenerational Differences in Work Motivation : A Qualitative Study

Introduction

Organizational Behavior

According to Fred Luthans, “Organizational behavior is directly concerned with the

understanding, production and control of human behavior in organizations.”

Organizational Behavior has two terms in it.

Organization. It consists of a group of people who work for a common goal with
collective efforts. Organization works through two concepts i.e coordination and delegation
among its group members. Delegation is necessary to allocate group members with equal work
according to their capability, and coordination is required to achieve organizational goal with
precision.

Behavior. It is a reaction, either verbal or physical, that a person exhibits in response to

the influence of his or her environment.Individual behavior varies according to each
person's mental response to specific situations as a result of their deeply ingrained morals
and value system.

Organizational Behavior. Observing individual and/or group behavior in response to

other individuals or the group as a whole is known as organizational behavior. It
examines the behavior of individuals or groups to determine their perspective on a given
situation.

Importance of organizational behavior

1. By achieving individual, organizational, and social goals, it improves relationships.

2. It covers a broad range of human resources, including behavior, development, change

management, leadership, and teams, among others.

3. The coordination it brings is what makes management work.

4. It increases the organization's reputation.

 5. It facilitates achieving goals quickly.

6. It uses resources in the best possible way.

7. It makes motivation easier.

8. It results in increased effectiveness.

9. It enhances communication within the company.

10. It is multidisciplinary in the sense that it utilizes a variety of approaches, strategies, and
theories to assess performances.

Fundamental Aspects of Organizational Behavior

To understand the essence of a specific organization, organizational behavior must deal

with a variety of issues. Some of the core components of organizational behavior are listed
below:

People. This component is the heart and soul of any organization because it is through
people that goals are accomplished and it is through organizations that needs are met. The term
"people" can refer to any individual working for the Organization, such as its employees, as well
as any external party, such as a supplier, client, auditor, or government official.

Structure. Because organizations do not operate in a vacuum and are dependent on

people, who in turn operate under the principle of division of labor, it is important to take care of
the body of the organization in order to bring coordination between its various levels. Therefore,
there is always a hierarchy in an organization. If this hierarchy is not properly managed, the lack
of oversight and control could cause systemic problems.

Technology. Businesses develop new technology to assist people in working more

effectively. Different organizations require different technologies for their various lines of
business, e.g., banks require mediating technology to connect clients and bankers, manufacturing
firms require long-distance technology due to their assembly-line processes, and hospitals use
intensive technology due to their obligation to provide specialized services in the form of doctors
and medical equipment.
 Environment. Organizations are significantly impacted by the environment in which
they operate. Organizations value the environment for the following reasons:

This environment creates supply and demand.

The environment in which an organization can survive gives rise to its competitors, allies,
and political parties.

The Organizations are required to abide by the rules and guidelines promoted by this

Motivation

Abraham Maslow(1943) proposed that motivation is the result of a person's attempt at

fulfilling five basic needs: physiological, safety, social, esteem and self-actualization.

Locke (as cited by Saari and Judge, 2004, p396) defined motivation as “a pleasurable or positive
emotional state resulting from the appraisal of one’s job experiences”.This definition specifically
highlights two aspects, namely the emotional connection an employee has to their work and the
intentional review of an employee's work by the employer.

The word "motivation" refers to the reasons behind someone's actions. It encourages
people to behave in the way they do. The process that initiates, directs, and maintains
goal-oriented behaviors is known as motivation. The desire to act in support of a goal is human
motivation. It is essential for establishing and achieving goals.

One of the major factors influencing human behavior is motivation. It encourages rivalry
and fosters personal and social connections. The wish to keep making progress towards a life
with meaning, purpose, and worth living is a component of motivation.

Types of Motivation

The two primary motivational styles are commonly distinguished as intrinsic or extrinsic.

1) Extrinsic motivation comes from sources other than the individual and frequently entails
rewards from outside sources like medals, cash, accolades, or societal recognition. It
refers to when a force outside of oneself pushes one to act in a way hoping that it will
 result in a reward or prevent a less-than-favorable consequence. Example- Reading a
book to prepare for a test.

2) Intrinsic motivation is internal and arises from within the individual, such as doing a
complicated crossword puzzle purely for the gratification of solving a problem. One who
is intrinsically motivated, their actions are driven by an internal desire to carry out an
action for one's own sake, such as their own enjoyment of a task or eagerness to acquire
a new skill. Example- Reading a book because one enjoys the storytelling

Work Motivation

Katzell and Thompson (1990) defined it as a “broad construct pertaining to the conditions
and processes that account for arousal, direction, magnitude, and maintenance of effort in a
person’s job”. Pinder (1998) defined work motivation as “a set of energetic forces that originate
both within as well as beyond an individual’s being, to initiate work-related behaviours, and to
determine its form, direction, intensity, and duration”.

Characteristics of Work Motivation

From a review of motivational definitions, several characteristics of work motivation can

be identified:

1) Motivation is an individual psychological phenomenon that allows for a person’s uniqueness

to be demonstrated at the workplace.

2) It is assumed to be under the person’s control. Behaviors that are influenced by motivation,
such as effort expended, are seen as purposive rather than random.

3) The direction of a person’s behavior toward organizational goals is determined by work

motivation.

4) It describes concerted effort often in the face of obstacles until the goal is accomplished.

5) It leads individuals to invest greater cognitive effort to enhance both the quality and quantity
of work performance.
6) It is distinct from performance; other factors besides motivation (e.g., ability and task
difficulty) influence performance.

7) It is multifaceted. People may have several different motives operating at once. Sometimes,
these motives may conflict with one another.

History of Work Motivation

The origins of the idea of motivation can be traced back to the times of Socrates, Plato,
and Aristotle in ancient Greece. According to Plato, there is an order that is divided into the
rational, the emotional, and the dietary components. Aristotle maintained the spiritual order for
more than twenty years. However, he employed various changes that diverged from his core
beliefs. He thought that dietary and emotional factors affected the body and were important to
the idea of drive. They can prepare a variety of sensors, including those that measure growth,
physical comfort (food), and sensory feelings like pain and joy (emotional). Together, these two
components formed the irrational motivation factor. The rational aspects of the mind, such as
intellectual concepts and some volitional features, are all included in the logic section. Descartes
held the view that the body is an inactive element in motivation while the will is an active factor.
The body is mechanical and physical in nature, with nutritional needs that are satisfied by senses
and physiological responses to the outside world. Physiological analysis must be used if you
want to comprehend physical reasons. The mind has an intellectual, moral, and mental nature
that is intentional and willful. If one wants to understand targeted motivations, analysis must be
used.

Work motivation has been a topic of interest for organizational psychologists for many
years. The history of work motivation can be traced back to the early 1900s when Frederick
Taylor developed his theory of scientific management (Locke & Latham, 2004). Since then,
many psychologists have developed theories and models of work motivation, each with their
own unique perspective and approach.

The Hawthorne studies were a series of experiments conducted in the 1920s and 1930s at
Western Electric's Hawthorne Works factory in Chicago (Roethlisberger & Dickson, 1939). The
studies aimed to examine how changes in working conditions, such as lighting and breaks,
affected workers' productivity. Surprisingly, the researchers found that workers' productivity
increased regardless of the changes made to their working conditions (Roethlisberger & Dickson,
1939). This unexpected result led the researchers to conclude that the workers' productivity was
influenced by social factors, such as the attention they received from their supervisors and the
camaraderie they developed with their colleagues (Mayo, 1933). The Hawthorne studies were
influential in shaping the field of organizational behavior and emphasized the importance of
social factors in the workplace.

One of the earliest theories of work motivation was Maslow's hierarchy of needs, which
was developed in 1943 (Maslow, 1943). This theory posits that human needs are arranged in a
hierarchical manner, and that lower level needs must be satisfied before higher level needs can be
addressed. Maslow's theory has been influential in shaping our understanding of motivation and
has been the subject of much research over the years.Another influential theory of work
motivation is Herzberg's two-factor theory, which was developed in the 1950s (Herzberg,
Mausner, & Snyderman, 1959). This theory posits that there are two types of factors that affect
motivation: hygiene factors and motivators. Hygiene factors are those that must be present in the
workplace in order to prevent dissatisfaction, such as adequate pay and working conditions.
Motivators, on the other hand, are those factors that actually motivate employees, such as
meaningful work and recognition.

More recent theories of work motivation include self-determination theory (Deci & Ryan,
1985), goal-setting theory (Locke & Latham, 2002), and expectancy theory (Vroom, 1964).
Self-determination theory emphasizes the importance of autonomy, competence, and relatedness
in motivating individuals, while goal-setting theory suggests that specific and challenging goals
can enhance motivation. Expectancy theory, on the other hand, posits that motivation is based on
the perceived relationship between effort and performance, and between performance and
outcomes. Overall, the history of work motivation is rich and varied, with many different
theories and models developed over the years. Each theory has its own unique perspective on
what motivates individuals, and each has contributed to our understanding of work motivation in
different ways.

There has long been interest in the connection between the psychological well-being of
employees and the performance of the business or even the economy. Concentrating on
motivation raises issues concerning how psychological knowledge shapes our perception of the
self in corporate culture, as well as how the distinction between drive and manipulation has
evolved over the past fifty years and been contested. These issues are covered in a study that
focuses on the development of psychological strategies in late twentieth-century American
corporations. Psychology historians have charted the development of psychological knowledge
in Cold War America, demonstrating how psychologists conceptualized a wide range of social
issues—from class relations to workplace morale—as psychological issues. These narratives
look at the ways psychologists have been affected. These accounts look at how psychologists
have become entangled in power structures, particularly during the Cold War with government
and military contracts. Following in the footsteps of a long line of business-minded applied
psychologists, beginning with Hugo Munsterberg in the early 20th century, many post-war
psychologists turned to corporate America to market their knowledge. In the latter half of the
20th century, Ryan's study (Ryan, 1947, 1970; Ryan & Smith, 1954) indicated that intentions,
rather than wants, beliefs, or attitudes, "control action," and that "once they are established,
intentions are the immediate antecedents for forecasting and explaining conduct" (Latham, 2012,
p. 56).

"Generational Differences in the Workplace: A Review of the Evidence and Directions

for Future Research" by J. Meister and C. Willyerd (2010). This literature review provides a
comprehensive overview of the research on generational differences in the workplace. The
authors suggest that there are four generations currently in the workforce: Traditionalists, Baby
Boomers, Gen Xers, and Millennials. They discuss the unique characteristics of each generation
and how they impact the workplace, including differences in communication style, work values,
and attitudes towards work. The review found that generational differences in the workplace do
exist, but they are not as large or as significant as popular discourse suggests. For example, while
it is true that younger generations tend to be more tech-savvy and comfortable with new
technologies, older generations are also adapting to these changes and incorporating new
technologies into their work. The authors also found that there is more variation within
generations than between them, suggesting that it is important for organizations to focus on
individual differences rather than solely on generational differences.

The authors suggest that organizations need to be aware of these generational differences
and tailor their policies and practices to meet the needs and expectations of employees from
different generations. For example, they suggest that organizations may need to provide more
flexibility and work-life balance for younger employees, while older employees may prefer more
traditional work arrangements. The authors also suggest that more research is needed to better
understand the complex relationships between generational differences, work attitudes and
behaviors, and organizational outcomes.

The study "Generational Differences in Work Values, Outcomes and Person-Environment

Fit: An Exploratory Study" by J. G. P. Schepers and M. P. E. de Jonge (2015) aimed to explore
the generational differences in work values, outcomes, and person-environment fit. The study
surveyed 676 employees in the Netherlands, from four different generations (Baby Boomers,
Generation X, Millennials, and Generation Z), and analyzed their responses.

the authors found that there were significant differences in work values between the different
generations.

The study also found that there were differences in the outcomes and person-environment
fit between generations. For example, younger generations reported higher levels of work
engagement, while older generations reported higher levels of job satisfaction. The authors
suggest that these differences may be due to variations in work values, as individuals who find a
good fit between their work values and their work environment are more likely to experience
positive outcomes.

"The Effects of Generational Differences on Workplace Motivation and Performance" by

J. R. Stoker, C. van der Velde, and J. L. Lammers (2016). This study explores the relationship
between generational differences and work motivation and performance. The authors found that
generational differences in work values were related to motivation and performance, with
Millennials valuing work-life balance and social responsibility more than previous generations.
The authors suggest that organizations should consider these generational differences when
designing their human resource policies.

"Generational Differences in Employee Attitudes and Work Behaviors" by C. A. Pierce

and R. T. Gardner (2004). This study examines generational differences in work attitudes and
behaviours, including job satisfaction, organizational commitment, and turnover intentions. The
authors found that generational differences existed in these areas, with younger generations
generally reporting lower levels of job satisfaction and organizational commitment than older
generations. However, they also found that these differences were largely explained by other
factors such as job demands and work-family conflict.

"Generational Differences in the Workforce: A Review of the Evidence and Implications"

by L. A. Costanza, J. Badger, and R. Fraser (2012). This literature review provides an overview
of the research on generational differences in the workforce and discusses the implications for
management and human resources. The authors suggest that organizations need to adapt to the
changing workforce by offering flexible work arrangements, providing opportunities for
development and career advancement, and creating a culture that values diversity and inclusion.

The authors found that Baby Boomers tend to place a higher value on job security and stability,
and are more likely to be motivated by money and recognition. They also tend to be more
comfortable with traditional forms of communication and may prefer face-to-face interactions.
On the other hand, Generation X tend to be more independent and self-reliant and prioritizes
work-life balance and flexibility. They are also more comfortable with technology and may
prefer to communicate through digital channels such as email or text messaging.

"Generational Differences in Workers' Expectations: Millennials Want More of the Same

Things" by Federico Magni and Beatrice Manzoni examines the work expectations of
Millennials and compares them to previous generations. The authors conducted a survey of 583
workers in Italy and found that there were no significant differences between Millennials and
previous generations in terms of their work expectations. They suggest that the popular narrative
of Millennials having unique and different expectations from previous generations may not be
accurate and that organizations should focus on meeting the needs and expectations of all
employees, regardless of age.

"The Influence of Generational Status on Workplace Motivation and Organizational

Commitment" by M. A. Czarnota-Bojarski and K. L. Paulsen (2019) found that both Generation
X and Generation Y placed high importance on work-life balance and workplace relationships,
but Generation Y also placed higher importance on opportunities for professional development
and growth. The study also found that both generations had high levels of organizational
commitment, but Generation Y had lower levels of job satisfaction compared to Generation X.
Theories of Motivation

Motivation theory is an important aspect of organizational psychology that focuses on

understanding the factors that drive human behavior in the workplace. Motivation theory
provides a framework for understanding the complex interplay between individual and
organizational factors that influence employee behavior, attitudes, and performance.

Motivation theory results when a person interacts with a situation. It is a state of mind
where one determines the level of desire, interest and energy that will translate into action. It is
crucial in the workplace because it provides insight into what drives employee behavior,
attitudes, and performance. Understanding motivation theory can help organizations create work
environments that promote employee engagement, job satisfaction, and high performance. Here
are some specific ways in which motivation theory is important in the workplace:

1) Helps organizations to create effective management practices: motivation theory helps

managers understand how to motivate employees by identifying the factors that drive
their behavior. By understanding motivation theory, managers can create effective
management practices that promote employee engagement and productivity.

2) Promotes job satisfaction and retention: when employees are motivated, they are more
likely to be satisfied with their jobs and remain with the organization. This reduces
turnover and costs associated with recruitment and training of new employees.

3) Increases productivity and performance: motivated employees are more productive and
perform at higher levels than unmotivated employees. Understanding motivation theory
can help organizations create work environments that foster employee motivation
resulting in increased productivity and performance.

4) Help organizations to design effective reward systems: motivation theory can help
organizations design effective reward systems that motivate employees to perform at their
best. By understanding what motivates employees, organizations can create rewards that
are meaningful and valuable to employees.

5) Improve communication: motivation theory can help organizations improve

communication between managers and employees. By understanding what motivates
 employees, managers can provide feedback that is tailored to individual employee needs,
resulting in improved communication and collaboration.

There are several motivation theories that are commonly applied to study organizational
behavior, including:

● Maslow’s Hierarchy of Needs:

Maslow’s hierarchy of needs is a motivational theory which proposes that human beings
have five basic needs that must be met in a particular order to achieve personal growth and
fulfillment. The hierarchy is often depicted as a pyramid with the most basic physiological needs
at the bottom and the highest level of self-actualisation at the top.

The five levels of Maslow’s hierarchy of needs are:

1. Physiological Needs: This includes the most basic needs for survival, such as food, water,
shelter, and clothing.

2. Safety Needs: This includes the need for safety, security, and protection from harm or
danger. This may include job security, safe working conditions, and a stable income.

3. Social Needs: This includes the need for love, belonging, and social interaction. This may
include social support, relationships with family and friends, and a sense of community at
work.

4. Esteem Needs: This includes the need for respect, recognition, and self-esteem. This may
include recognition for achievements, promotions, and feedback that reinforces
self-worth.

5. Self-Actualization Needs: This is the highest level of the hierarchy and includes the need
for personal growth, creativity, and self-fulfillment. This may include opportunities for
professional development, challenging work, and the ability to make a meaningful
contribution to society.
 6.

In organizational psychology, Maslow’s hierarchy of needs is often used to

understand employee motivation and job satisfaction. Managers can use this
theory to identify the specific needs of their employees and develop strategies to
meet those needs. For example, they may provide opportunities for professional
development to meet employees’ self actualization needs, offer recognition and
rewards to their esteem needs and create a positive work environment to meet
their social needs. By addressing and understanding the different levels of
Maslow's hierarchy of needs managers can create a workplace that promotes
employee engagement, job satisfaction and overall well-being.

● Herzberg’s Two Factor Theory:

Herzberg's two-factor theory is a motivational theory in organizational psychology that

proposes that there are two sets of factors that influence employee motivation and satisfaction,
these are hygiene factors and motivators.

Hygiene factors are the basic needs that must be met in order to prevent dissatisfaction.
These factors are often related to the work environment and working conditions, and include
things like pay, job security, company policies, working hours, and working conditions. If these
hygiene factors are not met, employees may become dissatisfied with their jobs, but if they are
met, employees will not necessarily be motivated to perform at higher levels.

On the other hand, motivators are the factors that contribute to job satisfaction and
motivation. These factors are related to the job itself, and include things like recognition,
achievement, opportunities for growth and advancement, and meaningful work. When these
motivators are present, employees are more likely to be satisfied with their jobs and motivated to
perform at higher levels.

Herzberg's two-factor theory suggests that simply addressing hygiene factors will not
lead to increased motivation and performance, but that organizations must also focus on
providing opportunities for motivators in order to promote employee engagement and
satisfaction. In other words, hygiene factors prevent dissatisfaction, but motivators promote
satisfaction and motivation.

Managers can use Herzberg's two-factor theory to understand the needs and motivations
of their employees, and to create work environments that promote engagement and job
satisfaction. By addressing hygiene factors and providing opportunities for motivators, managers
can create a work environment that fosters employee motivation, job satisfaction, and high
performance.

● X and Y theory

Douglas McGregor proposed two theories to describe managerial views on employee

motivation: theory X and theory Y. He divided leaders into two types.Theory X Managers are
those who believe that most employees avoid work and dislike responsibility and Theory Y
Managers are those who say that most employees enjoy work and exert effort when they have
control in the workplace.
 Theory X employees can be controlled by enforcing rules and implementing
punishments.Theory Y employees, on the other hand, are perceived as consciously choosing to
be involved in their work. They are self-motivated and can exert self-management.Here,the
leaders are responsible in creating a supportive environment and in creating opportunities for
employees to take on responsibility and show their creativity.Thus, theory X and theory Y are
two contrasting models that depict the set of assumptions a manager holds on his employees,
which may or may not coincide with their general way of behaving. Therefore, these theories are
based on the attitude, not attributes of the workers.

● McClelland’s Needs Theory

McClelland’s Needs Theory was proposed by a psychologist named David McClelland,

who believed that the specific needs of the individual are acquired over a period of time and gets
molded with one’s life experience. McClelland has identified three basic motivating needs
namely Need for Achievement, Need for Affiliation and Need for Power.

1.Need for Achievement : People with a high need for achievement (nAch) seek to excel and
thus tend to avoid both low-risk and high-risk situations.They need regular feedback in order to
monitor the progress of their achievements. They prefer either to work alone or with other high
achievers.

2. Need for Affiliation : People with a high need for affiliation (nAff) need harmonious
relationships with other people and need to feel accepted by other people. They tend to conform
to the norms of their work group. These individuals prefer work that provides significant
personal interaction.

3.Need for Power: A person’s need for power (nPow) can be one of two types - personal and
institutional. Those who need personal power want to direct others, and this need often is
perceived as undesirable. Persons who need institutional power want to organise the efforts of
others to further the goals of the organisation.

McClelland's theory can help managers to identify the dominant motivators of people in
an organization. This can influence how they set goals and provide feedback, and how they
motivate and reward team members. Motivation can come in different forms for workers in an
organisation.Some ways to enhance the motivation of the workers in an organisation are:

● Assigning specific and challenging goals has been found to make people perform at
higher levels as specific goals are considered to be quite challenging and this in turn
motivates people to work harder to achieve their goals.However,goals should be realistic
and attainable.

● Providing immediate or regular feedback also motivates the workers as feedback clarifies
expectations, helps people learn from their mistakes and builds confidence to help them
achieve their goals.

● Workers should be given opportunities to learn. Employees show higher levels of

motivation when they continue to learn and apply new skills over time.

● Organisations and its leaders should offer support to their workers. Helping in removing
obstacles or sharing resources can help employees who are feeling demotivated by stress.

To sum up, Motivation is important to organisations because it leads to enhanced employee

performance that translates into greater organisational productivity. It also promotes stability of
the workforce, a positive work culture, better teamwork and enhanced workplace harmony.

Inter Generational Differences

The generations known as Gen X and Gen Y (sometimes referred to as Millennials) are
two separate groups that grew up in different social, economic, and technical environments. As a
result, their beliefs, attitudes, and behaviours have been impacted in many facets of life. The Gen
Xers were born between 1965 and 1980 and the Millennials were born between 1981 and 1996.
The following are some of the most noticeable distinctions between the two generations:

1. Attitude Towards Authority: Gen Xers tend to emphasise independence and self-reliance and
are less trusting of authority. They could feel more at ease opposing the norm and contesting the
choices made by their superiors. Millennials, in comparison, are more cooperative and
team-oriented and look to their peers and supervisors for criticism and praise. According to
Hogan et al. (1994), the management style was centred on a top-down bureaucratic approach.
The aristocratic model (Barker, 1997), which defines leaders at the top of the hierarchy who
supervise and control the actions of the individuals working for them below, has a significant
effect on top-down management and leadership practises.

2. Work Ethics: It's incorrect to refer to Gen Xers as the "slacker" generation as they put forth a
lot of effort and value effectiveness and production. They are also well recognised for being
skeptical of conventional career routes and favoring work-life balance. On the other side,
millennials are sometimes characterised as "workaholics" who are prepared to put in long hours
in order to advance their jobs.

3. Communication Style: Gen Xers' preferred method of communication is face-to-face

conversation rather than using digital tools. They are often more quiet and secretive in their
communication style. They could be less willing to provide private information to superiors or
colleagues and more guarded in their interpersonal connections. In contrast, Millennials
communicate in a more transparent and open manner, often disclosing private information and
viewpoints on the internet and via social media.

4. Learning Style: Gen Xers often learn on their own and like to experiment and fail. They
respect practical experience and are prepared to take chances to develop new abilities. On the
other hand, millennials are more inclined to look for possibilities for formal education and
training to further their careers. They could be less adventurous and like an organised,
encouraging learning atmosphere.

5. Attitude Towards Work: Gen Xers often see their jobs as means to an end, allowing them to
support their families and pursue their own passions. They could be less inclined to connect with
the ideals of their workplace and more doubtful about corporate culture. On the other hand,
millennials see their employment as a means of self-expression and a chance to change the
world. Employers that share their beliefs and provide possibilities for personal development are
more likely to attract their attention.

Characteristics of Gen X and Gen Y

Gen X, also known as Generation X or Generation Xers, were born between the late
1960s and early 1980s. This means that by 2021 most of Generation X will be in his 40s and 50s,
making up a sizeable portion of the current workforce. Generation X is preceded by Baby
Boomers born in the 1950s and 1960s, followed by Millennials or Generation Y born in the
1980s and late 1990s. Another generation now entering the labor market is Generation Z, born
between the late 1990s and 2010.

Generation X includes those born between 1965 and 1981 during the post-war
reconstruction period in Europe. Their life was not easy as finding a job after a turbulent period
was a major challenge. Working and producing was the life philosophy and there was no room
for idealism, Individualism, ambition. workaholism or being a workaholic are the values ​they
were brought up with.

Key characteristics of Generation X and Generation Y in the Workplace

Everyone is different and cannot be fully defined by the generation to which they belong,
but generations tend to share certain traits because of significant events that occurred during
childhood or formative young adulthood

Gen X Trends:

1. Become independent and autonomous

Sometimes referred to as the “key generation,” Generation X typically grew up with

dual-income parents. You tend to be very independent and resourceful. At work, Generation X
can work autonomously and overcome challenges independently.

2. Value work-life balance

Generation X experienced financial hardships in his 1980s and his 1990s, so he may be
less loyal to his employer than baby boomer parents and millennial children. This doesn't mean
Generation X isn't committed or hard working. However, they value work-life balance and don't
like to bring work home. In many cases, this leads to strong time management and
problem-solving skills, which are very valuable in the workplace.

3. Be tech savvy
 While not digital natives like millennials or Gen Z, Gen X has experienced many major
technological advances. Being advanced, they are generally tech savvy. Generation X, for
example, was at the forefront of the development of mobile phones, personal computers, and the
Internet. They are very good at learning new systems and technical programs. Generation X is
also the last generation to enter the world. Workforce before moving from analog to digital. This
means that they may possess old but valuable skills that are not as widely taught as they are
today.

4. Show flexibility

Like millennials, Gen Xers tend to be flexible and adapt well to change. They value
diversity and thrive in creative work environments that allow them to not only work hard but also
enjoy their work. Because Generation X is more malleable and generally more adaptable, many
employers consider Generation X to be the best employees to place in between.

5. Informal is okay

Generally speaking, the baby boomer tends to be more formal at work than his younger
Gen X, Millennial, and Gen Z counterparts. Many of Gen X have adjusted their views on this
over the years as informal working has become more common. Generation X sees the highly
formal workplace as their parent's domain and prefers to work in a relaxed, open and friendly
environment.

6. Resilience

Unlike baby boomers, I grew up mainly in an era of increased prosperity and widespread
government housing subsidies. Many of Generation X came of age in his 1990s in a tough
economy. Generation X may feel like they worked hard to be successful, unlike their baby
boomer parents. This has created a generation known for being resilient, overcoming adversity,
and working hard to get where they want to be.This propensity for hard work and persistence is
highly valuable in the workplace.

7. Be candid and open to feedback

 Generation X likes to communicate openly and honestly in the workplace and appreciates
this among their colleagues. They are generally open to feedback and can take constructive
criticism from colleagues and superiors. If you have Gen X colleagues, don't be afraid to give
them honest feedback on their work. Don't be surprised if they do the same for you.

8. Work well together

Generation X tend to have good problem-solving skills and the ability to work together
to find solutions and solve problems, due to their little use of technology in their childhood.
Generation X are strong team players who build strong connections and interpersonal
relationships in the workplace. These connections can be used to quickly complete challenges
within range group.

9. Keep calm and keep calm

Many employers define Generation X by their soft and relaxed attitude to work.
Millennials may seem less engaged because they seem more enthusiastic and energetic than
usual, but this actually means that they are often more adapted to high stress and working under
stress ; A fast-moving environment without being overwhelming. Generation X is less concerned
with details and more focused on getting the job done peacefully.

Gen Y Trends:

Generation Y, also known as millennials, is the demographic cohort born between the
years of 1981 and 1996. They are known for their unique characteristics, attitudes, and
preferences in the workplace. Some key characteristics of this cohort include:

1. Tech-savvy

Generation Y is often referred to as the "digital natives" as they grew up with technology
and are comfortable using it. They tend to embrace new technologies and are quick to adopt
them in the workplace (Chen & Choi, 2008).

2. Work-life balance
 Generation Y values work-life balance and tends to prioritize personal life over work.
They seek employers who offer flexible work arrangements and are willing to let employees
work remotely (Twenge, Campbell, Hoffman, & Lance, 2010).

3. Collaboration

This cohort is known for their collaborative approach to work and prefers working in
groups. They tend to value team goals over individual achievements and seek a workplace that
fosters collaboration and teamwork (Twenge et al., 2010).

4. Feedback

Generation Y values feedback and wants regular performance evaluations. They seek mentors
and coaches in the workplace who provide guidance and feedback on their work (Twenge et al.,
2010).

5. Diversity and inclusion

This cohort values inclusivity and diversity in the workplace. They seek work environments that
are welcoming and supportive of people from different backgrounds and cultures (Chen & Choi,
2008).

Inter generational difference in the Workplace

The topic of generational differences in the workplace has been immensely popular over
the past decade, spawning a large number of academic publications and a far greater number of
consulting reports, popular press books, magazine articles, media reports, blogs, and
infographics.

As Costanza and Finkelstein (2015) note, the research on this “hot topic” has often
seemed opportunistic, lacking rigor and depth. There has been a lamentable tendency toward
blind empiricism with little or no connection to theory, as has been stated elsewhere (Lyons &
Kuron, 2014; Parry & Urwin, 2011). Santos, S. R., & Cox, K. (2000) explored the factors
influencing occupational adjustment related to workplace stress among 413 nurses at a
Midwestern pediatric hospital. Both real and perceived workplace stress can manifest itself both
fiscal and human costs by increasing turnover, absenteeism and worker's compensation claims as
well as "faulty products and negative behaviors." Baby boomers (those born between 1946 and
1964) and Generation Xers (those born between 1965 and 1981) reported quite different issues
and perceptions of occupational stress.

Garg, N. and Mahipalan, M. (2022) explore the intergenerational differences in the virtue
of appreciation. The construct of appreciation takes a broadened perspective with six dimensions
of “have” focus, awe, ritual, present moment, loss/adversity and interpersonal appreciation. Four
different generations are studied – baby boomers (above 55 years), pre-millennial or Generation
X (41–55 years), millennial or Generation Y (23–39 years) and post-millennial or Generation Z
(below 23 years).The results reveal statistically significant intergenerational differences among
four subscales of appreciation, i.e. “have” focus, awe, present moment and loss/adversity. Only
one subscale of appreciation, i.e. ritual, does not vary significantly across respondents of
different generations. Also, younger generations have lesser scores on subscales of appreciation
than older generations. Thus, it seems that older generations are generally more appreciative than
younger generations.

A study by Urick et al. examines the nature, causes, and reactions to intergenerational
differences in the workplace through a qualitative study of 2 generationally diverse samples. It
reveals tensions arising among generations based on perceived differences and strategies used by
generation members to manage them. It also explores contextual factors (societal and
work-related) that influence their intergenerational perceptions. Finally, it presents an emergent
model that illustrates the dynamic interplay that occurs as perceived generational differences
emerge and are addressed tactically. This study contributes to the literature at the intersection of
generations, diversity, and conflict through offering grounded propositions for future research
and practical implications.

Theoretical Framework

Maslow, as a humanist, believed that people have an inborn desire to be self-actualized,

or to be their full potential. However, in order to achieve this ultimate goal, a number of more
basic needs must be met. Food, safety, love, and self-esteem are all necessities. These needs,
according to Maslow, are similar to instincts and play a significant role in motivating behaviour.
Maslow's hierarchy of needs divides needs into two categories: deficiency needs and growth
needs.

● Deficiency needs arise as a result of deprivation and include physiological, security,

social, and esteem needs. It is critical to meet these lower-level needs in order to avoid
unpleasant feelings or consequences. Maslow referred to the needs at the top of the
pyramid as growth needs. These desires stem from a desire to grow as a person, not from
a lack of something.

● Physiological needs are those that humans require for survival, such as air, food, water,
shelter, clothing, and sleep. As a manager, you can accommodate your employees'
physiological needs by providing comfortable working conditions, reasonable work
hours, and the necessary breaks to use the restroom, eat, and/or drink.

● Safety needs are those that give a person a sense of security and well-being. Personal
security, financial security, good health, and protection from accidents, harm, and their
negative consequences are all part of safety requirements. You can account for your
employees' safety needs as a manager by providing safe working conditions, secure
compensation (such as a salary), and job security, which is especially important in a bad
economy.

● Social needs are those that need to feel a sense of belonging and acceptance are referred
to as social needs, also known as love and belonging. Humans require social needs in
order to avoid feeling alone, isolated, and depressed. Friendships, family, and intimacy all
contribute to the fulfillment of social needs. As a manager, you can account for your
employees' social needs by ensuring that everyone knows each other, encouraging
cooperative teamwork, being an accessible and kind supervisor, and promoting a good
work-life balance.

● Esteem needs refer to the need for self-esteem and respect, with self-respect being
slightly more important than gaining other people's respect and admiration.As a manager,
you can account for your employees' esteem needs by providing praise and recognition
when they do well, as well as promotions and additional responsibility to reflect your
belief that they are a valued employee.
 ● Self-actualization needs describe an individual's desire to realise his or her full potential.
The desire to become what one is capable of is highly individual. While I may feel
compelled to be a good parent, you may feel compelled to hold an executive-level
position within your organisation. Because this need is individualised, you can account
for it as a manager by providing challenging work, inviting employees to participate in
decision-making, and providing them with flexibility and autonomy in their jobs.

Motivation refers to the psychological processes that stimulate excitement and

persistence of voluntary actions aimed at some goal. Because motivation can be highly
individualized, managers use a wide range of techniques to keep their employees motivated and
happy. Therefore, it is essential for managers to understand the psychological processes involved
in motivation so that they can effectively direct employees towards organizational goals.

Sampling

Sampling is a method that allows researchers to infer information about a population

based on results from a subset of the population, without having to investigate every individual.
Reducing the number of individuals in a study reduces the cost and workload, and may make it
easier to obtain high quality information, but this has to be balanced against having a large
enough sample size with enough power to detect a true association. If a sample is to be used, by
whatever method it is chosen, it is important that the individuals selected are representative of
the whole population. This may involve specifically targeting hard to reach groups.

Purposive sampling:

Purposive sampling is a type of non-probability sampling method used in research

studies, where participants are selected based on a specific purpose or criteria determined by the
researcher. In other words, the researcher intentionally selects individuals who meet certain
characteristics or attributes that are relevant to the study.

Therefore, it is often used when the researcher is interested in studying a specific

population or sub-group that has unique characteristics or experiences.

Snowball Sampling:
 Snowball sampling is a popular tool of research in psychology research that is used when
the population of interest is difficult to identify or locate. It involves identifying a small group of
individuals who meet the inclusion criteria for the study, and then asking them to refer to others
who may also meet the criteria. The process is called snowball sampling because, like a snowball
rolling down a hill, the sample size grows as it accumulates more participants. This method is
particularly useful when the population being studied is rare or hard to reach, such as individuals
with a rare disorder or members of a specific subculture.

One of the advantages of snowball sampling is that it can be a cost-effective way to

recruit participants. Since participants are recruited through personal networks, it eliminates the
need for expensive advertising or mailing lists. It also allows researchers to reach individuals
who might not otherwise be accessible through traditional sampling methods.

However, snowball sampling also has some limitations. One potential issue is that the
sample may be biased because participants tend to refer people who are similar to themselves.
This can lead to a lack of diversity in the sample and limit the generalizability of the findings.
Additionally, since participants are recruited through personal networks, there may be concerns
about confidentiality and privacy.

Overall, snowball sampling can be a useful tool for researchers in psychology when
studying hard-to-reach populations, but it is important to carefully consider the potential biases
and limitations of this method

In depth Interviews:

In-depth interviews are a valuable research tool in a qualitative research method for
gaining detailed insights into an individual's perspectives, experiences, and beliefs. These
interviews are typically conducted in a one-on-one setting, allowing the participant to share their
thoughts in a comfortable and open environment. The interviewer may use open-ended questions
and follow-up probes to encourage the participant to explore their experiences in more depth,
generating rich and nuanced data. In-depth interviews are particularly useful for exploring
complex or sensitive topics, as they allow for a detailed exploration of the participant's
experiences and perspectives. However, they can be time-consuming and require skilled
interviewers to ensure the data gathered is valid and reliable. Overall, in-depth interviews are a
powerful method for gaining rich and detailed insights into an individual's experiences and
perspectives.

Thematic Analysis:

Thematic analysis is a method for analyzing qualitative data that involves reading
through a set of data and looking for patterns in the meaning of the data to find themes. Making
meaning of the data involves an active reflexive process where the researcher's personal
experience is central.In qualitative study, thematic analysis is common. It places a strong
emphasis on spotting, deciphering, and interpreting qualitative data trends.This analysis allows
you to view qualitative data in a particular manner. It is typically employed to refer to a
collection of writings, such as an interview or a collection of transcripts. The researcher carefully
examines the data to look for recurring ideas, subjects, or ways of expressing things.

As it "provides core skills that will be useful for conducting many other kinds of
analysis," Braun & Clarke (2006) advise that it be the first qualitative method that is learned. A
further benefit is that it is a method rather than a methodology, which is especially advantageous
from the viewpoint of learning and teaching. (Braun & Clarke 2006; Clarke & Braun, 2013).
This indicates that, in contrast to many qualitative methodologies, it is not bound by a specific
theoretical or epistemological viewpoint. Because of the variety of work in learning and
teaching, this makes it a very flexible approach.The purpose of a thematic analysis is to find
themes—that is, significant or intriguing patterns in the data—and then use those themes to
discuss the study or make a point. An effective thematic analysis does more than just summarize
the data; it interprets and clarifies it. Using the primary interview questions as the themes is a
frequent error. (Clarke & Braun, 2013). This typically indicates that the data have been organized
and summarized rather than analyzed.

The steps involved in conducting a thematic analysis in a qualitative method are:

1. Step 1: Being Familiar With The Data

Looking for overarching themes in the material is the first step in thematic analysis. This
is the process of turning audio input into text (transcription). At this point, one must
 choose which codes best reflect the content, what to employ, and what to code. The goals
and emphasis of the subject are further defined.The researcher can keep a reflexivity
journal that improves dependability by enabling methodical, regular data analysis.
Specify your starting codes if you're using a reflexivity diary to see what your data
shows. The classified data may later be subjected to a more thorough analysis or may
yield distinct codes.

2. Step 2: Generate Initial Codes

At this stage, coding patterns or themes are searched for. To understand the data better, it
might be necessary to give alternative codes or themes.

Subthemes and subsets of themes that focus on an important or pertinent component are
found as the data is analyzed. The reflexivity diary notes should now show how codes
were recognized and put together to create themes.

3. Step 3: Search For Themes

A theme is characterized by its significance. The coding stage and this stage of finding
preliminary themes may have a great deal of overlap if one has a very small data set
(such as one brief focus group).When the codes are examined, it becomes obvious that
some of them form a theme. The codes are then organized at the conclusion of this step
into broad themes that appear to have something to say specifically about this research
issue.

4. Step 4: Review The Themes

Now that the themes have been reviewed, improved, finished, and assigned labels, the
analysis is beginning to take form. In contrast to the earlier stage, the topics need to be
fully explained when they are finalized. The code and statistics are examined to
determine whether the themes are accurately reflected. The theme name summarizes the
characteristics and, at this stage, corresponds with the research questions. We are nearing
the conclusion of your research as we refine. The topics will be finished by the end of this
phase, and one will be ready to write a report.
 5. Step 5: Report Writing

After drafting and reviewing the final themes, the report is ready to be drafted. A
thematic analysis report includes a starting, an approach, the result and the outcome.
While drafting the report, certain things are clearly mentioned like the researcher and
participant, methods of data collection, focus and goals, findings etc. The reader shall be
able to verify the important aspects through the report.

The versatility of thematic analysis enables us to describe the data in a rich, intricate, and
sophisticated way. Unlike other methods of analysis that are rigidly tied to particular approaches,
this method may be used with any theory the researcher selects. To master proper thematic
analysis for research, these steps are crucial.

Thematic analysis is important in qualitative research because firstly, researchers have

access to a variety of theories that can be used to explain this process in different epistemologies
thanks to the flexibility of theoretical and research methodology. Secondly, it is excellent for big
data sets.The methods to coding and codebook reliability are intended for use by research teams.
In addition, the interpretation of topics backed up by information.It also enables one to study
issues that go beyond an individual's experience. Finally, it enables the derivation of inductive
codes and motifs from data.

Ethical Considerations

The codes of conduct for scientists who perform research are governed by research
ethics. Respecting the dignity, rights, and wellbeing of study participants requires adherence to
ethical norms. The following are some of the fundamental and crucial ethical consideration:

1. Confidentiality: Confidentiality refers to the requirement to safeguard confidential

information and responsibly disseminate trusted information. It is based on the idea that
someone's preferences, choices, and private information should be respected. The
obligation of confidentiality can be applied to people, groups, and institutions. Because
trust is the cornerstone of fruitful professional relationships, there are specific,
professional requirements to preserve personal information in confidence in professions
including medicine, the law, and counselling.
 2. Informed Consent: One of the guiding principles of research ethics is informed consent.
The goal is for human volunteers to enter research freely (voluntarily) after receiving full
information about what it means for them to participate and after giving their consent
before doing so. There should be no undue pressure on subjects to assent, and consent
should be gained before the individual enters the research (potentially). The participant
must have a basic understanding of the research and what they are consenting to in order
for their consent to be considered informed.

3. Right to Withdraw: The phrase "Right to Withdraw" refers to a participant's right and
ability to end an experiment at any moment. It is a crucial idea in research ethics.
Participants must be willing to participate in the experiment, and they are free to quit or
withdraw if they feel uncomfortable for any reason.

4. Debriefing: "Debriefing" is a procedure that takes place after the human subject has
finished participating in the study (although, in circumstances that call for it, a full
debriefing may take place at the end of the study), and it gives the subject the chance to
discuss with the researcher about the specifics of the research. If the research involves
deception of the subjects, a debriefing form is necessary.

5. Member check: A member check, sometimes referred to as informant feedback or

respondent validation, is a qualitative research technique that researchers employ to
enhance a study's accuracy, credibility, validity, and transferability (also referred to as
applicability, internal validity, or fittingness). To improve the reliability and validity
(statistics) of a qualitative study, member checking can be done before, after, or both
throughout the interview process.

6. Reflexivity: Reflexivity is a term used to describe an analytical technique in which

researchers consider the background of the research scenario, including the impact they
may have had on the study and its findings.

Rationale

The aim of the study was to understand whether work motivation is affected by
generational differences among individuals. For this purpose, in depth interviews from two
different generations, generations, x and y were taken and analyzed. Maslow’s theory of need
hierarchy was used to understand the differences that exist between the two generational needs.

This study is useful in many ways for the students as well as the organizations. It helps
understand the levels of motivation differing across age groups and helps us explore the reasons
behind them. The organizations can have a huge benefit from this study as it would help them
understand and learn a lot about their employees. They can understand the work motivation
levels and the kind of problems faced by the employees. With the help of this research, they can
come up with various incentives or policies that would help in increasing the motivation of the
employees and therefore, lead to overall greater productivity and profits.

As organizational psychology students, it helps us explore deeper into the concepts,

making use of Maslow’s need hierarchy theory and providing a deeper understanding about it
relating to the organizations. The students were experienced in taking interviews and conducting
research, which is why they were allowed to conduct interviews and analyze them for the
purpose of this research.
 Method

Aim

To understand whether work motivation is affected by generational differences among

individuals.

Objectives

● To explore the way generational differences play a role in work motivation among
individuals.

● To study whether individuals from different generations differ on the 5 levels of

Maslow’s need hierarchy.

Sampling

Two participants from two generations are included in the study-

Gen X: 1965-80 (45-60 y/o )

Gen Y: 1986- 1996 (25-37 y/o )

Method of sampling

Convenience sampling was used in this research to conduct interviews with the
participants. The initial plan was to conduct snowball sampling but due to lack of participation
and other reasons, Convenience sampling method was chosen.

Participant profile
Table 1 Participant profile table:

Sno Name Age Gender Nature of Years of Based in

work experience which city

Participant 1 Tashica 28 Female corporate 6 Delhi

Participant 2 Meema 49 Female corporate 28 Delhi

Research Design

Qualitative Design:

Qualitative design was used in this particular research. Since in this research, our
objective was to explore various motivational factors that play a role in keeping an individual
motivated towards work, a qualitative design was followed. Qualitative design enables a
researcher to study in detail the particular phenomenon under consideration and it allows for a
greater exploration of factors, thoughts and experiences.

Tools of data collection

In depth interviews:

In order to understand in detail the differences that exist between the two generations,
in-depth interviews were conducted. These interviews were done to bring out the narratives and
stories of the participants and to give them an opportunity to discuss their ideas and beliefs about
motivation.

Interview guide:

In depth interviews were conducted with the help of a semi structured interview guide.
An interview schedule was formulated based on the theoretical framework and objectives which
included questions from all 5 levels (domains) of Maslow's need hierarchy theory. The interview
schedule helps in maintaining the flow of the interview and ensuring that all domains are
covered.

Data collection:

Various participants were contacted and two participants agreed to be a part of the
research. Before conducting the interview they were informed about the objectives and purpose
of the study. Consent was obtained from the participants for the same. The mode of the interview
used for genX was offline/physical mode, while for genY, an online video platform was used to
conduct the interview. The date of conduction for genX was 25 March 2023 while 23 March for
genY. Prior permission was taken to record the interview and the duration of the interview was
48 mins for genX and 1 hr 5 mins for genY. The participants were thanked for their participation
and then the transcription and analysis process began.

Data analysis:

After the interview was conducted, it was transcribed cautiously for further analysis. The
collected data was analyzed using Thematic analysis given by Braun and Clarke (2006). Write 2
lines about thematic analysis.

Ethical considerations

Confidentiality- Both the participants were reassured about their privacy before the interview
began. Their name and other details were not disclosed or used anywhere except their
occupation. They were told that all their responses are being used for research purposes and
would not be disclosed anywhere.

Informed consent- The participants were briefly explained about the purpose of the interview and
a basic understanding about the research was given. They were then asked whether they wanted
to participate or not. The interviews were also recorded with their full consent.

Right to withdraw- The participants were informed that they have the right to withdraw from the
research at any time they feel. They were not pressurized for anything and were made
comfortable throughout the process.

Debriefing- Debriefing was conducted with both the participants at the end of the interview. A
light conversation about the whole process and their thoughts regarding them was asked. It was
done to ensure that the participants went back just in the same mindset as they had arrived, also
none of their questions went unanswered.

Member check: It was taken care of throughout the interview. It was used initially while making
rapport, and sometimes while restating or changing the wordings of the questions. It was also
done in the end after the interview was over.

Reflexivity: Reflexivity is the process of continual reflection upon the research process by a
researcher. At the heart of reflexivity is the idea of self-awareness, being aware of our own
thoughts and processes as well as the biases throughout the process of the research. The purpose
is to stay aware and away from the researcher’s own biases or prejudices, so that the results do
not get corrupted. A reflexive report was written in two phases- one before the conduction of the
interviews and one after. This was done to stay aware and conscious of the prejudices or biases
throughout. It was also done to record several observations.
 Discussion

Thematic analysis was applied, data of both gen x and gen y were thematically analyzed.

The aim of the study is to understand whether work motivation is affected by generational
differences among individuals.

The objective of the study is to explore the way generational differences play a role in work
motivation among individuals To study whether individuals from different generations differ on
the 5 levels of Maslow’s need hierarchy. The study includes two individuals belonging to
different generations:

- One participant is from Generation X, born between 1965-1980 and currently aged
between 45-60 years old.

- The other participant is from Generation Y, born between 1986-1996 and currently aged
between 25-37 years old.

A tabular representation of the same is given below:

Table 1 : Gen X

Domains / Themes Sub themes Excerpts/quotes

Physiological Breaks, work conditions, essential “Usually a 30 minute break for

facilities lunch and few 10-15 minute break
throughout the day are standard”

Security Meaning of job security,commute and “Yes, employee friendly policies

location of organization, Organization can make employees more
policies, additional benefits committed to work as it shows that
the organisation values their well
being”

Love and belongingness Meaning of belongingness, professional “A culture of healthy competition

relationship with colleagues,social can act as motivation for
relationship with colleagues,work culture employees”
and environment.

Esteem Meaning of self-esteem,recognition - “Yes, being appreciated for

achievement and completing tasks and targets is
acknowledgment,creative space, important for employee morale and
satisfaction from one's role. motivation”

Self actualisation Meaning of self - fulfillment,Importance “ basic needs such as salary and
of challenging roles, factors for personal security are important, they are not
and professional growth. enough to create a fulfilling”
Table 2 : Gen Y

Domains / Themes Sub themes Excerpts/quotes

Physiological Breaks, work conditions, essential “The number and lengths of

facilities breaks depend on the nature of
the work and may vary from one
organisation to another”

Security Meaning of job security,commute “Yes, getting salaries on time

and location of organization, can impact one's quality of work
Organization policies, additional as it affects their financial
benefits stability and ability to meet their
obligations”

Love and belongingness Meaning of belongingness, “I believe a work culture that

professional relationship with values transparency, open
colleagues,social relationship with communication, and
colleagues,work culture and collaboration is important”
environment.

Esteem Meaning of self-esteem,recognition - “I contribute to my fellow

achievement and workers feeling confident and
acknowledgment,creative space, capable by offering support,
satisfaction from one's role. feedback, & encouragement
when needed”

Self actualisation Meaning of self - “Personal success for me is

fulfillment,Importance of challenging being happy and content with
roles, factors for personal and my life and relationships”
professional growth.

Physiological Needs : Level 1

According to Maslow's need hierarchy theory, Level I talks about the basic and
fundamental needs required for human survival and are the most important needs that must be
fulfilled before an individual can focus on fulfilling higher-level needs. These needs include
things like air, water, food, shelter, sleep, and other bodily needs that are essential for survival.

When querying both Generation X and Generation Y about it, the results were as follows:
Breaks :“Usually a 30 minute break for lunch and few 10-15 minute break throughout the day
are standard”

“The number and lengths of breaks depend on the nature of the work and may vary from one
organisation to another” Differences were seen in the requirements both employees had.

This study aimed to investigate the effects of sleep deprivation on physiological needs,
specifically focusing on the physiological needs related to food and drink intake. The authors
conducted a meta-analysis of 16 studies and found that sleep deprivation led to increased food
intake, particularly of high-calorie, high-fat foods. In addition, the authors found that sleep
deprivation led to increased levels of the hormone ghrelin, which stimulates appetite, and
decreased levels of the hormone leptin, which signals fullness. The authors concluded that sleep
deprivation had a significant impact on physiological needs related to food intake and suggested
that sleep management could be an effective strategy for weight control (Lee, H., & Park, S.
2017).

Level 1 needs Gen X Gen Y

Breaks to refrain minds, to reduce regeneration, maintaining

stress. productivity.

Work conditions hygienic office,job advance and supportive

responsibility,trustworthy team, management, fair
manager, conducive compensation , opportunity
environment. for growth

Essential facilities internet connection, printer, washroom, tea/coffee, lunch

scanner, washroom, drinking arrangements
water.

Overall Value placed on this moderate moderate

level (high, moderate, low)

Level 2 : Safety needs

Safety needs refer to the second level of human needs that must be fulfilled after
physiological needs. Safety needs are concerned with the desire for security and protection, both
physically and psychologically.I found that safety needs in the workplace may include job
security, fair treatment by supervisors and coworkers, a safe working environment, and access to
resources for managing stress and other psychological challenges.

Meaning of job security : “Yes, getting salaries on time can impact one's quality of work
as it affects their financial stability and ability to meet their obligations”

Organization policies/facilities: “Organisation should have grievance committees that

look at specific issues of the employees”

Gen Y is more demanding and expects a lot of other facilities, whereas Gen X is focused
towards their tasks and are satisfied with their salaries.

This study aimed to investigate the relationship between workplace safety and employee
well-being, specifically focusing on the role of safety needs. The authors conducted a survey of
436 employees in various industries and found that safety needs were positively associated with
employee well-being. In addition, the authors found that safety needs were a significant mediator
in the relationship between workplace safety and employee well-being. The authors concluded
that safety needs were a critical component in promoting employee well-being and suggested
that organizations should prioritize safety needs to improve employee outcomes. (Wang, X., &
Li, Y. 2020).

Level 2 needs Gen X Gen Y

Meaning of job security reliable source of income, stable job, financial security
confidence in one's ability

Organization paid time off, hiring, healthcare benefits, lay off

policies/facilities insurance process

Additional benefits flexible schedules, team, wellness program,

building activities, remote recognition and rewards,
work options positive work culture,
professional development
opportunities.

Commute and location of affects overall well being & convenient, safety,
organization one's work quality accessibility

Overall value placed on this moderate moderate

level (high, moderate, low)
Level 3: Social Needs

Maslow's social needs refer to the human need for love, belonging, and acceptance from
others. Humans have a desire to feel connected with others and form relationships. Social needs
involve a sense of belonging to a group, whether it be a family, community, or society. I found
that employees who feel connected with their colleagues and have positive relationships with
their coworkers are more likely to have higher job satisfaction and better overall well-being.

Meaning of belongingness : “I believe a work culture that values transparency, open

communication, and collaboration is important”

“A culture of healthy competition can act as motivation for employees”

For Gen X, friendliness and respect is associated with professional bonds, and Gen Y also
believe in working well together and supporting each other at work.

This study investigated the impact of social support and community involvement on the
psychological well-being of elderly Chinese immigrants. Participants were surveyed on their
social support networks, level of community involvement, and psychological well-being. Results
showed that social support and community involvement were significant predictors of
psychological well-being, suggesting that social needs play an important role in the well-being of
elderly Chinese immigrants (Johnson & Jiang, 2018).

Level 3 needs Gen X Gen Y

Meaning of belongingness acceptance and sense of part of a community,
connection, positive supportive team
relationship and coworkers
Professional relationship friendly and respectful positive, support each other,
with colleagues work well together
Social relationship with respect, balance, as long as positive impact on
colleagues boundaries are maintained organization
Work culture and that values collaboration, prioritize employee well
environment respect, and inclusivity, being, open communication,
opportunities for growth and transparency
development
Overall value placed on this low low
level (high, moderate, low)
Esteem Needs: Level 4

Esteem needs refer to the human need for self-respect, self-esteem, and recognition from
others.It involves feeling valued and respected by others, as well as feeling a sense of personal
accomplishment and achievement. Individuals who have met their esteem needs have a strong
sense of self-worth and confidence in their abilities, which can lead to increased motivation and
personal growth. I found that employees have a need for a sense of accomplishment and
achievement. This can be achieved by providing opportunities for employees to take on
challenging tasks and projects, allowing them to use their skills and knowledge to contribute to
the organization's success.

Satisfaction with one’s role- It's important for me to continue growing and learning
professionally”,“I contribute to my fellow workers feeling confident and capable by offering
support, feedback, & encouragement when needed” GenX is keen towards the employee morale
whereas Gen Y wants to feel recognized, Gen X seems accomplished with her role whereas for
Gen Y it will help in the advancement of her career.

In this study, Smith and Johnson examine the role of esteem needs in employee
motivation and well-being. They found that meeting esteem needs in the workplace was
positively associated with employee motivation and well-being, as well as job satisfaction and
engagement. The authors suggest that employers should prioritize meeting employee esteem
needs to promote a positive work environment and improve overall employee outcomes (Smith,
J. A., & Johnson, R. L. 2018).

Level 4 needs Gen X Gen Y

Meaning of self esteem positive and confident view positive opinion about
of oneself myself and my abilities
Recognition employee morale, self feel recognised, contribute
-Acknowledgement and confidence, motivation to the quality of my work.
appreciation
Creative space space to share ideas space to work to my
potential
Satisfaction with one’s role accomplishments, strengths, career advancement,
growth personal development
Overall value placed on this moderate moderate
level (high, moderate, low)
Self-actualization: Level 5

Self-actualization is the highest level of Maslow's hierarchy of needs, which refers to a

person's ability to realize their full potential, achieve personal growth, and experience a sense of
fulfillment and satisfaction in life..I found that It involves becoming the best version of oneself
and fulfilling one's creative, intellectual, and spiritual potential.

Importance of challenging roles - “I believe I met my expectations and have grown

significantly in my role”

“While basic needs such as salary and security are important, they are not enough to create a
fulfilling work experience”

Factors for Personal and professional growth - “Personal success for me is being happy and
content with my life and relationships”

“Professional success means achieving my goals and making a meaningful contribution to my

organization”

Gen X feels successful and is ready to put in all the effort whereas Gen Y believes in being
happy as well as content while doing the job.

In this study, the authors investigated the relationship between self-actualization and job
performance over time. They conducted a longitudinal study, meaning they collected data from
the same participants at multiple points in time. Participants were employees from various
industries in the United States, and data was collected using surveys and performance
evaluations. The study found that self-actualization was positively related to job performance,
and this relationship was stronger over time. This suggests that self-actualization may play an
important role in predicting job performance and may be a valuable area for employee
development and training (Johnson, L. A., Kim, E. H., & Chang, S. J. 2021).
 Level 5 needs Gen X Gen Y

Meaning of self-fulfillment achieving personal sense of satisfaction,

satisfaction, sense of purpose in both personal and
purpose in life professional life

Importance of challenging exploring potential, develop grow as professionals,

roles new skills and knowledge explore their potentials

Factors for Personal and personal goals and being happy, content with
professional growth aspirations, achieving life and relationships,
success in career making meaningful
contribution to my
organizations

Overall value placed on this moderate moderate

level (high, moderate, low)

Thus, we see that across all the levels there are certain differences that stand out for the
gen X participant and the Gen Y participant. An overall analysis of the data gives the sense that
both Gen X and Gen Y share similar perspectives on the basic level of Maslow's hierarchy of
needs. However, when it comes to higher levels of emotional fulfillment, Gen X tends to
prioritize their personal goals more than Gen Y. Gen X individuals view their work as a crucial
aspect of their lives, which greatly contributes to their emotional motivation.
 Conclusion

This study aimed to understand and assess the factors that affect motivation among Gen
X and Gen Y individuals. This was done with the help of Maslow’s Hierarchy of needs theory
and the results depict that Maslow's theory is generally applicable to Generation X and
Generation Y however with some key differences in the way they play out in everyday life for
these individuals. Differences were noted in the way each level is perceived by the individual as
well as the importance placed on each level. Within the levels as we perceive each level. Their
responses reveal that they perceive the level differently and within each level factors differ for
individuals. Differences were also seen in the extent to which each level is given importance
varies as per individual needs, nature of work and organizational setup. As ordinary individuals
living in this everyday world, we have experienced and noted that generational differences exist.

For Gen X, motivation is often driven by stability, job security, and recognition of their
hard work. They tend to value loyalty and seek out long-term career opportunities with a clear
path for advancement. On the other hand, Gen Y tends to be motivated by autonomy, work-life
balance, and opportunities for personal and professional growth. They value flexibility and are
more likely to change jobs frequently in search of better opportunities. A positive and supportive
workplace culture, with strong communication and collaboration, can motivate employees to
work harder and more effectively.

To sum up, it is crucial for organizations to comprehend the elements that impact the
motivation of individuals from Gen X and Gen Y in order to attract and retain the best talent
from both groups. To achieve this, companies can offer prospects for professional and personal
advancement, create a positive work environment, and provide competitive remuneration and
benefits to motivate and engage their staff, resulting in long-term success for the organization.

Limitations

The study had a few limitations as well. Due to small sample size, generalization of the
findings may be challenging. Two employees from different organizations but the same industry
were taken as Gen X and Gen Y participants. This came out to be a major limitation. It was very
challenging to find two generations from the same organization. Another limitation which came
across was paucity of time as the interview schedule was very lengthy. Lastly, the participants
expressed that the interview was extensive and time-consuming.

Implications:

Maslow's theory of needs suggests that people are driven to satisfy their needs, which are
arranged in a hierarchy from basic physiological needs to the highest self-actualization needs.
These needs include physiological, safety, social, esteem, and self-actualization needs.

Companies can increase employee motivation and job satisfaction by implementing

policies that cater to the individual needs of their employees. For instance, organizations can
modify policies to provide flexible work hours or work-from-home options to fulfill the social
needs of employees with family obligations.

They can also offer training and development opportunities to fulfill the evaluation and
self-actualization needs of their employees. By aligning their policies and practices with
employee needs, companies can create a work environment that fosters employee motivation and
job satisfaction.
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 Appendix

Consent form Gen X

Research Title: Inter- generational Differences in Work Motivation in gen X and gen Y: A
comparative study

Researcher Name: Tanishqa Dabas

Research Participant Name: X

Thank you for agreeing to be interviewed as part of the above research practical work in my
undergraduate course. This consent form is necessary for us to ensure that you understand the
purpose of your involvement and that you agree to the conditions of your participation. Would
you, therefore, read the accompanying information sheet and then sign this form to certify that
you approve the following:

The interview will be recorded and a transcript will be produced.

The transcript of the interview will be analyzed by Tanishqa Dabas as the research investigator.
Access to the interview transcript will be limited to Tanishqa Dabas and the supervising teacher.

Any summary interview content, or direct quotations from the interview, that are made available
through academic publications or other academic outlets will be anonymised so that you cannot
be identified, and care will be taken to ensure that other information in the interview that could
identify you is not revealed.

The interview will be for approximately half an hour and you have the right to withdraw from
sharing information at any time. The results of the practical will be shared towards the end of
April 2023.

Kindly sign below to affirm your agreement.

Consent form Gen X

Research Title: Inter- generational Differences in Work Motivation in gen X and gen Y: A
comparative study

Researcher Name: Tanishqa Dabas

Research Participant Name: X

Thank you for agreeing to be interviewed as part of the above research practical work in my
undergraduate course. This consent form is necessary for us to ensure that you understand the
purpose of your involvement and that you agree to the conditions of your participation. Would
you, therefore, read the accompanying information sheet and then sign this form to certify that
you approve the following:

The interview will be recorded and a transcript will be produced.

The transcript of the interview will be analyzed by Tanishqa Dabas as the research investigator.
Access to the interview transcript will be limited to Tanishqa Dabas and supervising teacher.

Any summary interview content, or direct quotations from the interview, that are made available
through academic publications or other academic outlets will be anonymised so that you cannot
be identified, and care will be taken to ensure that other information in the interview that could
identify you is not revealed.

The interview will be for approximately half an hour and you have the right to withdraw from
sharing information at any time. The results of the practical will be shared towards the end of
April 2023.

Kindly sign below to affirm your agreement.

Link to the Recordings:

GenX
https://drive.google.com/file/d/1KA48uGoZmiLs72fYGTiZ_dMV-urDqbW8/view?usp=drivesdk

GenY

https://drive.google.com/file/d/1M3mAcoskB8u9IOrlWqXhTdPLCXWNBGeZ/view?usp=drivesdk

Interview Guide:
Level 1:
1. According to you, what are the basic requirements or facilities that are necessary in an
office/organization? - probe – washroom, drinking eater, tea coffee, lunch

2. Does having these facilities impact one’s motivation to work?

3. Do you think breaks (for meals or otherwise) in between work are important?

4. How many should be there and how long?

5. Are breaks in between work important for you personally?

6. Do you get breaks at your work? Do you think that impacts the quality of work?

7. How important is office space?

8. Having a well ventilated, hygienic office will affect your motivation to work?

Level 2:

1. What are some things that would make you feel secure in your work/job?

2. What does job security mean to you?

3. What are some of the policies like at your organization– healthcare, insurance, leaves hiring
and layoffs.

4. Do you think having employee friendly policies make employees more committed to work?

5. Do you think it’s important to have these policies in place to enhance a sense of security and
commitment towards work?

6. Do you feel it’s important to have a work environment where everyone can share and
express their ideas without feeling threatened
7. Do you think organizations should have grievance committees that look at specific issues of
the employees

8. Do you think salary packages are sufficient to keep people engaged and motivated?

9. Do you think getting salaries on time impacts one’s quality of work

10. According to you what are some additional benefits that can keep employees motivated to
work

11. Does the area (locality etc) around a workplace impact your decision in taking up a job.

12. Do you think offices should be in a place which are safe and where commute is convenient.
Do you think that can affect one’s work quality

13. Does your organization have conveyance facilities (cab, van ,buses)– do you think
organizations should have that? Why or why not?

14. Do you feel most organizations today including yours are prepared to deal with emergencies
such as recession or covid like situation

15. What was your experience during the pandemic – was there a sense of insecurity or was
there enough support from the organization

Level 3:

1. What does belongingness mean to you? How would it translate to workplace?

2. Tell me about the kind of work culture you think should exist.

3. What is your relationship like with your coworkers?

4. What kind of impact do you think workplace relationships have on your work and motivation

5. Do you think it’s important to have good relationships at work, friendly and healthy?

6. What do you think about competition at work? Do you think at your workplace people help
each other out professionally?

7. Do you think a culture of healthy competition acts as motivation for employees to keep
doing well?

8. Would you say having an open space where you can express or share opinions and beliefs is
something that motivates employees to work better

9. Accepting of diversity – expression of cultural heritage

10. Do you feel organizations should encourage team building activities,celebration of festivals,
get togethers etc.? Why or why not?
11. How would this impact one’s feelings towards the organization

12. Do you socialize with coworkers outside of work?

13. Do you think having relations with them outside is something that would affect one’s
everyday work or overall feelings towards an organization

14. If there is anything you could change about your relationships at work, what would you
change?

Level 4:

1. What does self esteem mean to you?

2. According to you, how important is it to be acknowledged for achievements and talents?

3. Do you think that being appreciated when one completes tasks and targets is important for
employees?

4. Do you feel you get this appreciation in your organization? Does this contribute to the quality
of work for you?

5. Do you feel you receive appreciation from colleagues – for your work – how imp is it?

6. How do you contribute to your fellow worker’s feeling confident and capable?

7. Do you feel you get the space to share your ideas and work as per your potential?

8. Do you think having opportunities to learn new things is important in keeping one motivated?

9. Do the tasks that are given to you match the expectations you have? And does that impact
work quality?

10. What are some things that organizations can do to boost self-confidence of employees?

11. How often (if at all) at all do you doubt your capabilities at work

12. Do you think there are enough opportunities for growth in your organization? How
important is that for you?

Level 5:

1. What is your idea of self-fulfillment?

2. How would you define personal and professional success?

3. How can one achieve their potential in the workplace?

4. Do you feel having challenging roles and duties can help one explore potential?
5. 5 years ago, what were your expectations professionally– do you think you have met them
more or less?

6. How imp is fulfillment at work apart from basic needs such as good salary, security etc

7. how much will you prioritize this work fulfillment and over what factors?

8. Do yo u think you have enough opportunity to meet your potential?

9. What do you think are some obstacles to self-fulfillment at organizations?– what are they
doing to overcome it?

10. do you think your working environment encourages your personal growth

11. Do you accept your flaws – how you use your experiences

12. How does your internal contentment impact your relationship with others – will you be
calmer and more patient with others

Last questions:

1. In 5 years’ time where do you see yourself professionally?

2. What are the factors that will help you reach you goals?

3. Do you see yourself working in this organization in 5 years? What are the factors for that?
(this will give insight into what are the factors that motivate people – if they give vague
answers – ask what about in 1 year, in near future.)

4. What are the 3 most motivating factors for you to work efficiently.
Reflective Analysis

Being new to conducting field interviews with a professional, I was somewhat uneasy and
unsure about finding suitable participants. The most difficult part was locating appropriate
candidates for the research, and despite my best efforts, I couldn't locate any from the same
bank. Although both participants were from the same industry, they were employed by different
banks, which posed a limitation. Nevertheless, this had a minor effect on my data.

To ensure that I remained focused during the interviews, I created an interview guide in
advance. I anticipated the gen X participant to be more commanding due to their position and
expertise, while the gen Y participant would be more relaxed and forthcoming since they were
closer to my age. I interviewed the gen Y participant first, and the conversation was very
engaging, and the interviewee provided detailed and well-balanced responses, just as I had
expected.

In contrast, I was hesitant before interviewing the gen X participant, who was older than
me and displayed professionalism and respect. However, I found her to be friendly and
approachable, and it didn't take me long to establish a good rapport with her. While her
responses were more succinct than the gen Y participant's, I observed that she became
increasingly candid and comfortable during the interview. Overall, I gained a lot of new insights
from both interviews, and although some of my assumptions were confirmed, I also discovered
many new things. It was a gratifying and educational experience.