research paper on gen z

Generation Z Perceptions of a Positive Workplace Environment

• Published: 06 March 2021
• Volume 33 , pages 171–187, ( 2021 )

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• Braedon Leslie 1 ,
• Claire Anderson 1 ,
• Cole Bickham 1 ,
• Julia Horman 1 ,
• Audrey Overly 1 ,
• Claire Gentry 1 ,
• Clark Callahan 1 &
• Jesse King   ORCID: orcid.org/0000-0002-0856-0921 1   nAff2  

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The most recent generation to enter the workplace, generation Z, has been stereotyped as being less engaged in the workplace, despite being highly success oriented (Barna, 2018 ). This discrepancy might be explained by the theory of generations and generation units (Mannheim, 1952 ), which states that subgroups exist within each generational cohort. The purpose of this study is to identify intra-generational differences among generation Z employees in order to identify the subjective workplace perceptions and proclivities. In order to do so, we deployed Q methodology, which allowed us to identify subgroups within the generational cohort. Results indicated three distinct subgroups within generation Z: Social Investors, Chill Worker Bees, and Go Getters. Social Investors valued a work-life balance, Chill Worker Bees desired a comfortable workplace environment, and Go Getters prioritized advancing their career. All three groups reported prioritizing companies with high moral and ethical standards. These results present HR practitioners, employers, and managers with a new perspective on the distinct generation units within generation Z, including intra- and intergenerational overlap.

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Present address: Department of Communication, University of California, Santa Barbara, Santa Barbara, CA, 93106-4020, USA

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School of Communication, Brigham Young University, Provo, UT, USA

Braedon Leslie, Claire Anderson, Cole Bickham, Julia Horman, Audrey Overly, Claire Gentry, Clark Callahan & Jesse King

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Leslie, B., Anderson, C., Bickham, C. et al. Generation Z Perceptions of a Positive Workplace Environment. Employ Respons Rights J 33 , 171–187 (2021). https://doi.org/10.1007/s10672-021-09366-2

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Accepted : 24 February 2021

Published : 06 March 2021

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DOI : https://doi.org/10.1007/s10672-021-09366-2

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On the Cusp of Adulthood and Facing an Uncertain Future: What We Know About Gen Z So Far

Our approach to generational analysis has evolved to incorporate new considerations. Learn more about  how we currently report on generations , and read  tips for consuming generations research .

One-in-ten eligible voters in the 2020 electorate will be part of a new generation of Americans – Generation Z. Born after 1996 , most members of this generation are not yet old enough to vote, but as the oldest among them turn 23 this year, roughly 24 million will have the opportunity to cast a ballot in November. And their political clout will continue to grow steadily in the coming years, as more and more of them reach voting age.

Unlike the Millennials – who came of age during the Great Recession – this new generation was in line to inherit a strong economy with record-low unemployment . That has all changed now, as COVID-19 has reshaped the country’s social, political and economic landscape. Instead of looking ahead to a world of opportunities, Gen Z now peers into an uncertain future.

There are already signs that the oldest Gen Zers have been particularly hard hit in the early weeks and months of the coronavirus crisis. In a March 2020 Pew Research Center survey , half of the oldest Gen Zers (ages 18 to 23) reported that they or someone in their household had lost a job or taken a cut in pay because of the outbreak. This was significantly higher than the shares of Millennials (40%), Gen Xers (36%) and Baby Boomers (25%) who said the same. In addition, an analysis of jobs data showed that young workers were particularly vulnerable to job loss before the coronavirus outbreak, as they were overrepresented in high-risk service sector industries.

Aside from the unique set of circumstances in which Gen Z is approaching adulthood, what do we know about this new generation? We know it’s different from previous generations in some important ways, but similar in many ways to the Millennial generation that came before it. Members of Gen Z are more racially and ethnically diverse than any previous generation, and they are on track to be the most well-educated generation yet. They are also digital natives who have little or no memory of the world as it existed before smartphones.

Still, when it comes to their views on key social and policy issues, they look very much like Millennials . Pew Research Center surveys conducted in the fall of 2018 (more than a year before the coronavirus outbreak) among Americans ages 13 and older found that, similar to Millennials, Gen Zers are progressive and pro-government, most see the country’s growing racial and ethnic diversity as a good thing, and they’re less likely than older generations to see the United States as superior to other nations. 1

A look at how Gen Z voters view the Trump presidency provides further insight into their political beliefs. A Pew Research Center survey conducted in January of this year found that about a quarter of registered voters ages 18 to 23 (22%) approved of how Donald Trump is handling his job as president, while about three-quarters disapproved (77%). Millennial voters were only slightly more likely to approve of Trump (32%) while 42% of Gen X voters, 48% of Baby Boomers and 57% of those in the Silent Generation approved of the job he’s doing as president.

Gen Z is more racially and ethnically diverse than previous generations

Generation Z represents the leading edge of the country’s changing racial and ethnic makeup. A bare majority (52%) are non-Hispanic white – significantly smaller than the share of Millennials who were non-Hispanic white in 2002 (61%). One-in-four Gen Zers are Hispanic, 14% are black, 6% are Asian and 5% are some other race or two or more races.

Gen Zers are slightly less likely than Millennials to be immigrants: 6% were born outside of the U.S., compared with 7% of Millennials at the same age. But they are more likely to be the children of immigrants: 22% of Gen Zers have at least one immigrant parent (compared with 14% of Millennials). Even as immigration flows into the U.S. have diminished in recent years , new immigrants will join the ranks of Gen Z in the years to come. As a result, this generation is projected to become majority nonwhite by 2026, according to Census Bureau projections .

In some regions of the U.S., Gen Z has already crossed this threshold. In the West, only 40% of Gen Zers are non-Hispanic white. Just as many are Hispanic, while 4% are black, 10% are Asian and 6% are some other race. In the South, 46% of Gen Zers are non-Hispanic white. Minority representation is lowest in the Midwest, where more than two-thirds of Gen Zers (68%) are non-Hispanic white.

Gen Z on track to be the best-educated generation yet

A look at older members of Generation Z suggests they are on a somewhat different educational trajectory than the generations that came before them. They are less likely to drop out of high school and more likely to be enrolled in college. Among 18- to 21-year-olds no longer in high school in 2018, 57% were enrolled in a two-year or four-year college. This compares with 52% among Millennials in 2003 and 43% among members of Gen X in 1987.

These changing educational patterns are tied to changes in immigration especially among Hispanics. Gen Z Hispanics are less likely than Millennial Hispanics to be immigrants, and previous research has shown that second-generation Hispanic youth are less likely to drop out of high school and more likely to attend college than foreign-born Hispanic youth.

Gen Zers are also more likely to have a college-educated parent than are previous generations of young people. In 2019, 44% of Gen Zers ages 7 to 17 were living with a parent who had a bachelor’s degree or more education, compared with 33% of Millennials when they were the same age. Both of these trends reflect the overall trend toward more Americans pursuing higher education .

Perhaps because they are more likely to be engaged in educational endeavors , Gen Zers are less likely to be working than previous generations when they were teens and young adults. Only 18% of Gen Z teens (ages 15 to 17) were employed in 2018, compared with 27% of Millennial teens in 2002 and 41% of Gen Xers in 1986. And among young adults ages 18 to 22, while 62% of Gen Zers were employed in 2018, higher shares of Millennials (71%) and Gen Xers (79%) were working when they were a comparable age.

Gen Zers and Millennials have similar viewpoints on many major issues of the day

The views of Gen Z mirror those of Millennials in many ways. Still, survey data collected in 2018 (well before the coronavirus outbreak) shows that there are places where this younger generation stands out as having a somewhat different outlook.

For example, members of Gen Z are more likely than older generations to look to government to solve problems, rather than businesses and individuals. Fully seven-in-ten Gen Zers say the government should do more to solve problems, while 29% say government is doing too many things better left to businesses and individuals. A somewhat smaller share of Millennials (64%) say government should do more to solve problems, and this view is even less prevalent among older generations (53% of Gen Xers, 49% of Boomers and 39% of Silents).

For the most part, however, Gen Zers and Millennials share similar views on issues facing the country. These younger generations are more likely than their older counterparts to say the earth is getting warmer due to human activity: 54% of Gen Z and 56% of Millennials say this, compared with smaller shares of Gen Xers, Boomers and Silents (48%, 45% and 38%, respectively).

When it comes to race relations, Gen Zers and Millennials are about equally likely to say that blacks are treated less fairly than whites in this country. Roughly two-thirds of Gen Zers and Millennials say this, compared with about half of Gen Xers and Boomers and smaller shares among the Silent Generation.

Younger generations also share a different view of the U.S. relative to other countries in the world. Gen Zers (14%) and Millennials (13%) are less likely than Gen Xers (20%), Boomers (30%) or Silents (45%) to say the U.S. is better than  all  other countries. Still, pluralities of every generation except the Silent Generation say the U.S. is one of the best countries in the world along with some others.

Within the GOP, Gen Zers have sharp differences with their elders

Among Republicans and those who lean to the Republican Party, there are striking differences between Generation Z and older generations on social and political issues. In their views on race, Gen Z Republicans are more likely than older generations of Republicans to say blacks are treated less fairly than whites in the U.S. today. Fully 43% of Republican Gen Zers say this, compared with 30% of Millennial Republicans and roughly two-in-ten Gen X, Boomer and Silent Generation Republicans. Views are much more consistent across generations among Democrats and Democratic leaners.

Similarly, the youngest Republicans stand out in their views on the role of government and the causes of climate change. Gen Z Republicans are much more likely than older generations of Republicans to desire an increased government role in solving problems. About half (52%) of Republican Gen Zers say government should do more, compared with 38% of Millennials, 29% of Gen Xers and even smaller shares among older generations. And the youngest Republicans are less likely than their older counterparts to attribute the earth’s warming temperatures to natural patterns, as opposed to human activity (18% of Gen Z Republicans say this, compared with three-in-ten or more among older generations of Republicans).

Overall, members of Gen Z look similar to Millennials in their political preferences, particularly when it comes to the upcoming 2020 election. Among registered voters, a January Pew Research Center survey found that 61% of Gen Z voters (ages 18 to 23) said they were definitely or probably going to vote for the Democratic candidate for president in the 2020 election, while about a quarter (22%) said they were planning to vote for Trump. Millennial voters, similarly, were much more likely to say they plan to support a Democrat in November than Trump (58% vs. 25%). Larger shares of Gen X voters (37%), Boomers (44%) and Silents (53%) said they plan to support President Trump.

Younger generations see family, societal change as a good thing

Across a number of measures, Gen Zers and Millennials stand out from older generations in their views of family and societal change. Roughly half of Gen Zers (48%) and Millennials (47%) say gay and lesbian couples being allowed to marry is a good thing for our society. By comparison, only one-third of Gen Xers and about one-quarter of Boomers (27%) say this is a good thing. Pluralities of Boomers and Gen Xers say it doesn’t make a difference. Members of the Silent Generation are the most likely to view this as a bad thing for society.

There is a similar pattern in views of people of different races marrying each other, with larger shares of Millennials and Gen Zers saying this is a good thing for our society, compared with older generations. Very few across generations say this is a bad thing for society.

Gen Zers and Millennials are less likely than older generations to say that single women raising children on their own is a bad thing for society. Still, relatively few in both generations say this is a good thing for society, while about half say it doesn’t make much difference (roughly similar to the shares among older generations).

When it comes to their own home life, the experiences of Gen Z reflect, in part, broad trends that have reshaped the American family in recent decades. According to a Pew Research Center analysis of Census Bureau data, about three-in-ten (29%) live in a household with an unmarried parent while 66% live with two married parents. A roughly comparable share of Millennials (69%) lived with two married parents at a similar age, but the shares among Gen Xers and Boomers were significantly larger (72% and 86%). Of those Gen Zers who are living with two married parents, in most cases both of those parents are in the labor force (64%). This compares with a slightly higher share of Millennials who were living with two parents at a comparable age (66% had two parents in the labor force) and a slightly lower share of Gen Xers (61%).

Generations differ in their familiarity and comfort with using gender-neutral pronouns

Ideas about gender identity are rapidly changing in the U.S., and Gen Z is at the front end of those changes. Gen Zers are much more likely than those in older generations to say they personally know someone who prefers to go by gender-neutral pronouns, with 35% saying so, compared with 25% of Millennials, 16% of Gen Xers, 12% of Boomers and just 7% of Silents. This generational pattern is evident among both Democrats and Republicans.

There are also stark generational differences in views of how gender options are presented on official documents. Gen Z is by far the most likely to say that when a form or online profile asks about a person’s gender it should include options other than “man” and “woman.” About six-in-ten Gen Zers (59%) say forms or online profiles should include additional gender options, compared with half of Millennials, about four-in-ten Gen Xers and Boomers (40% and 37%, respectively) and roughly a third of those in the Silent Generation (32%).

These views vary widely along partisan lines, and there are generational differences within each party coalition. But those differences are sharpest among Republicans: About four-in-ten Republican Gen Zers (41%) think forms should include additional gender options, compared with 27% of Republican Millennials, 17% of Gen Xers and Boomers and 16% of Silents. Among Democrats, half or more in all generations say this.

Gen Zers are similar to Millennials in their comfort with using gender-neutral pronouns. Both groups express somewhat higher levels of comfort than other generations, though generational differences on this question are fairly modest. Majorities of Gen Zers and Millennials say they would feel “very” or “somewhat” comfortable using a gender-neutral pronoun to refer to someone if asked to do so. By comparison, Gen Xers and Boomers are about evenly divided: About as many say they would feel at least somewhat comfortable (49% and 50%, respectively) as say they would be uncomfortable.

Members of Gen Z are also similar to Millennials in their views on society’s acceptance of those who do not identify as a man or a woman. Roughly half of Gen Zers (50%) and Millennials (47%) think that society is not accepting enough of these individuals. Smaller shares of Gen Xers (39%), Boomers (36%) and those in the Silent Generation (32%) say the same.

Here again there are large partisan gaps, and Gen Z Republicans stand apart from other generations of Republicans in their views. About three-in-ten Republican Gen Zers (28%) say that society is not accepting enough of people who don’t identify as a man or woman, compared with two-in-ten Millennials, 15% of Gen Xers, 13% of Boomers and 11% of Silents. Democrats’ views are nearly uniform across generations in saying that society is not accepting enough of people who don’t identify as a man or a woman.

Teens and Technology

Looking at the relationship American teens have with technology provides a window into the experiences of a significant segment of Generation Z. According to a  2018 Pew Research Center  survey, 95% of 13- to 17-year-olds have access to a smartphone, and a similar share (97%) use at least one of seven major online platforms.

YouTube, Instagram and Snapchat are among teens’ favorite online destinations. Some 85% say they use YouTube, 72% use Instagram and 69% use Snapchat. Facebook is less popular with teens – 51% say they use this social media site. Some 45% of teens say they are online “almost constantly,” and an additional 44% say they’re online several times a day.

Some researchers  have suggested that the growing amount of time teens are spending on their mobile devices, and specifically on social media, is contributing to the growth in anxiety and depression among this group. Teens have mixed views on whether social media has had a positive or negative effect on their generation. About three-in-ten (31%) say the effect on people their own age has been mostly positive, 24% say it’s been mostly negative, and 45% say it’s been neither positive nor negative.

Many teens who say social media has had a positive effect say a major reason they feel this way is because it helps them stay connected with friends and family (40% of teens who say social media has a mostly positive effect say this). For those who see the effect of social media as negative, the most common reason cited is that it leads to bullying and rumor spreading (27% of teens who say social media has a mostly negative effect say this).

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Please note you do not have access to teaching notes, career aspirations of generation z: a systematic literature review.

European Journal of Training and Development

ISSN : 2046-9012

Article publication date: 8 August 2021

Issue publication date: 24 January 2022

This paper aims to explore the career aspirations of individuals belonging to the Gen Z cohort, i.e. born between 1995 and 2012.

Design/methodology/approach

This paper is a systematic review of the literature. The authors accessed four databases to collect literature for review. The databases included were Academic Search Ultimate, Business Source Ultimate, ERIC and Google Scholar. Keywords used to conduct the search process were as follows: career development, career aspiration, generation Z, Gen Z and iGen. The authors imported all articles to RefWorks, read article abstracts and decided on whether to include or exclude the article in the review.

Based on this systematic review, the authors found that intrinsic and extrinsic factors determine Gen Z's career aspirations. Further, based on past studies' predictions, the authors concluded that Gen Z has well-defined career expectations and career development plans.

Research limitations/implications

Gen Z is the newest generation to enter the workforce. With limited research on this cohort, this study synthesized the existing knowledge of Gen Z students' career aspirations and their future employers' expectations. All research around Gen Z is currently focused on students, and hence, it is challenging to predict their workplace behavior. In this work, the authors provided organizations and practitioners guidelines to be prepared with Gen Z's expectations as they enter the workplace.

Originality/value

This systematic literature review synthesizes empirical research from around the world on career aspirations related to Gen Z.

• Career development
• Career aspirations
• Generation Z
• Post millennials

Barhate, B. and Dirani, K.M. (2022), "Career aspirations of generation Z: a systematic literature review", European Journal of Training and Development , Vol. 46 No. 1/2, pp. 139-157. https://doi.org/10.1108/EJTD-07-2020-0124

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Educating Gen Z: why authenticity and connection are key to thriving in an AI-driven  world

Vice Dean for Education & Student Experience, Royal Holloway University of London

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Lucy Gill-Simmen does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

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According to Merriam-Webster, America’s oldest dictionary, “authentic” was the top word of 2023 . The dictionary’s publisher also declared the meaning of the word “fake” was becoming increasingly blurred.

In an age where AI is becoming increasingly prevalent, the concept of authenticity has taken on new significance , particularly for Gen Z . Born between the mid-1990s and early 2010s, this generation has grown up in a digital age where social media and online personas are part of everyday life – as are misinformation and disinformation. So Gen Z has had to develop an acute ability to discern what is genuine from what is artificial.

Immersed in technology since birth, authenticity for this generation is not just a desirable trait, it’s a necessity . Gen Z has witnessed first-hand the ease with which false information can spread – as evidenced by high-profile conspiracy theory cases , events like the Southport riots , and the rise in the use of deepfakes to misrepresent people.

As a result, Gen Z has developed a well-honed scepticism towards anything that appears too polished, too perfect, too contrived – a skill that will serve them well as AI-generated content becomes increasingly sophisticated and harder to distinguish from reality.

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In 2021, a Gen Z insights report from Ernst & Young showed that 92% of this generation value being “authentic and true to oneself” as important. In fact, they crave authenticity in all aspects of their lives .

Compared with Millennials, a larger proportion of Gen Z say they base their job choices on their personal values and ethics . Many describe wanting genuine relationships, authentic emotional connections and transparency in all forms of communication.

Another study found that 90% of Gen Z consumers believe authenticity is crucial when deciding which brands to support. They seek out genuine connections and experiences, both online and offline, and respond to brands that appear to echo these concerns.

In research undertaken with my colleague Sukanya Sen Gupta, we asked Royal Holloway School of Business & Management students to engage in an artistic activity of “future self-portraiture” – an exercise that encourages participants to connect with their authentic selves.

As a tool for self-discovery and self-expression, they were asked to create an artistic image in which they imagined themselves when they were older. We found that by engaging in introspection and self-reflection through art, students were able to identify and express their true thoughts, feelings and values.

Leading the way for Gen Z

Research suggests that for teachers, adapting the curriculum and teaching methods to prioritise authenticity is essential to preparing Gen Z for success in an AI-driven world.

Traditional classroom settings alone are no longer sufficient; innovative, experiential approaches that allow students to become critical thinkers and embrace individuality are required to develop well-rounded professionals. Engaging students in teaching methods that incorporate real-world activities – such as conducting market research for local businesses, or managing a virtual investment portfolio using real-time market data – helps foster authenticity within the learning environment.

By working on real-world challenges and making thoughtful contributions, students not only gain practical skills, they experience the satisfaction of creating something tangible that has an impact. In other words, a bridging of theory and practice that has lasting effects – a stark contrast to the often fleeting nature of digital interactions.

When we asked students to create a future self-portrait as part of our research, they were told they could do this however they pleased – using pencils, paint, fabrics or even flowers. We offered the students a loose, creative process that was not overly prescribed.

The participants expressed joy in harking back to their past to help identify their future-self. In this part of the exercise, nostalgia played its part in generating positivity about the future.

By exploring personal histories, family stories and cultural roots, a person can gain a deeper understanding of who they are and what they value. This process of self-discovery can prove particularly powerful now, at a time when AI and algorithms are often shaping our experiences and interactions . We believe this new-found self-awareness can help Gen Z navigate the complexities of an AI-driven world with greater confidence and clarity.

In addition to self-portraiture, we have found that employing personal branding exercises can help students develop their unique identity. Encouraging students to create personal mission statements, identify core values and develop genuine social media profiles – rather than the “Insta-just-for-show” variety – can help them establish who they really are. By embracing their unique qualities and perspectives, young people are empowered to stand out in a world where AI-generated content threatens to make everything seem generic.

It appears that over time, Gen Z has grown tired of upholding an online persona that deviates from their true personality. Recent findings suggest the only way to market effectively to Gen Z on social media is for brands to come up with more thoughtful messaging that aligns with their target audience.

Similarly, as AI-generated content and fake news continue to permeate daily life, it is crucial that we prioritise the value of authenticity in education, especially for younger generations who are particularly impressionable.

By making this a guiding principle in education, teachers and lecturers are well positioned to empower Gen Z to create a future where genuine human connections and experiences continue to thrive alongside technological advancements. When the line between reality and artifice is not always easy to distinguish, nurturing the importance of authenticity could be the most vital responsibility for those tasked with shaping the next generation .

• Artificial intelligence (AI)
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• Misinformation
• Human connection
• Authenticity
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Better self and better us: Exploring the individual and collective motivations for China's Generation Z consumers to reduce plastic pollution

Digital vs. in-person financial education: what works best for generation z, educating generation z about issues relating to gender equality in the governance and leadership of sport in the uk, stories: a tool to rejuvenate the culture of generation z and generation alpha.

Being the first social generation to have grown up with the internet and portable digital technology from a young age, Generation Z and Generation Alpha are seldom aware of affections, devotions, traditions, relationships, and cultures that form the basis for a convivial and serene life. They run in this digital world to cope with the current scenario, failing to take in love and affection. The literature reviews furnish the details that Generation Z and Alpha are bestowed with abundant knowledge and information by technology, but they fail to look at the essential parts of humanity. Hence, this paper aims to use stories as a tool to bring back the beam of happiness in the lives of future humans. The surveys that have been taken show that stories are loved by people of all ages, and so it is easy to educate and revive morals, mannerisms, traditional ideas, and cultures through them. Therefore, it is the need of the hour to rejuvenate these groups through stories to lead a peaceful life, which is the ultimate aim of birth. Stories also provide pleasure and activate the mind to think in the right way since the listener is out of the box.

The Development of Interactive E-Book of Local History for Senior High School in Improving Local Wisdom and Digital Literacy

<p style="text-align: justify;">This study discusses students’ responses and perceptions on the e-book of Local History of West Java (Indonesia) developed by the researchers. It uses a Research and Development approach and experimental method. Data collection techniques used in this study are observation, interviews, and focus group discussions with interactive model data analysis. The research subjects were students and teachers of high schools in West Java. They were taken as the subjects as they can represent the region. The History E-book is, however, published on ebooksejarah.id page while the system was developed by using SDLC (Software Development Life Cycle) Waterfall model. The results of the study indicate that the components of the e-book on the aspects of the materials, presentation, and completeness are overall suitable to be used by students. The materials are considered to be still inapplicable and not contextual. Further, they are still lack of latest issues as well as photos/illustrations. The study of student responses on the e-book reinforces that the zoomers (those belong to Generation Z) prefer to digital learning media because their social life belongs to the online world. Local history e-books should better adapt to the learning style of Generation Z, who prefer visuals and hands-on experiences to reading texts. Thus, e-book development needs to be equipped with various learning media in short audios and video explainers, animations, and infographics.</p>

An Analysis of Gen Z's Electronic Gadgets Purchase Intention in Selected Cities in Metro Manila

Technology has revolutionized the world and our daily lives over the years. Technological advancements have had a wide-ranging impact on our lives, such as the dramatic shift in communication. This study is to determine what affects the purchase intention of Gen Z towards Electronic gadgets. Using the Descriptive Analysis and Cluster random sampling, data is collected through an online survey with the respondents of 150 in selected cities of Metro Manila. And findings suggest that brand identity plays a significant role in influencing the purchase intention of Generation Z. The people who will benefit from this paper are Businesses, Entrepreneurs, Future researchers, and retailers. It will give them enough information to be knowledgeable about the purchase intention of Gen Z consumers when it comes to electronic gadgets.

Business employability for late millennials: exploring the perceptions of generation Z students and generation X faculty

Purpose The paper aims to explore employability in business as perceived by Generation Z (late millennials) business students and faculty. It focuses on perceptions regarding necessary employability skills from the diverse standpoints of two different groups of stakeholders within one Higher Education Institution. Design/methodology/approach The paper uses a Mixed Qualitative Design approach including a core and a supplementary component; Generation Z student perceptions are initially identified through a thematic analysis of students’ research reports on employability. These perceptions are then further contextualized through findings from a series of personal interviews conducted with Generation X academics in the same institution. Findings The findings support the two basic dimensions of perceived employability, work readiness and employability skills, for which students and educators hold similar notions. Both stakeholders distinguish between “hard” and “soft” skills, but filter their relative importance through a generational lens. An emerging finding was the link between personality traits and perceived employability skills. Originality/value The paper examines the much-debated issue of perceived employability through the eyes of Generation Z students; research on employability perceptions of Generation Z is, to date, limited. The topic is timely, as Generation Z is the newest generation entering the business job market. In addition, the paper adds to the emerging contemporary stream of literature exploring employability in the field of business education.

Motivation and personality factors of Generation Z high school students aspiring to study human medicine

Abstract Background A new generation of medical students, Generation Z (Gen Z), is becoming the predominant population in medical schools and will join the workforce in a few years’ time. Medicine has undergone serious changes in high-income countries recently. Therefore, it is unclear how attractive the medical profession still is for high school students of Gen Z. The aim of this study was to investigate what motivation leads Gen Z students in their choice to study human medicine, and how they see their professional future. Our study was guided by motivation theory and the influence of personality traits and other personal factors on students’ choice of university major. Methods In a cross-sectional online survey, we included third- and fourth-year high school students in Northern Switzerland. We examined the importance of criteria when choosing a university major: personality traits, career motivation, life goals, and other considerations influencing the choice of human medicine versus other fields of study. Results Of 1790 high school students, 456 (25.5%) participated in the survey (72.6% women, mean age 18.4 years); 32.7% of the respondents aspired to major in medicine at university. For all respondents, the foremost criterion for selecting a field of study was ‘interest in the field,’ followed by ‘income’ and ‘job security.’ High school students aiming to study human medicine attached high importance to ‘meaningful work’ as a criterion; supported by 36.2% of those students answering that helping and healing people was a core motivation to them. They also scored high on altruism (p < 0.001 against all groups compared) and intrinsic motivation (p < 0.001) and were highly performance- (p < 0.001) and career-minded (p < 0.001). In contrast, all the other groups except the law/economics group had higher scores on extraprofessional concerns. Conclusions Swiss Gen Z students aspiring to study human medicine show high intrinsic motivation, altruism, and willingness to perform, sharing many values with previous generations. Adequate work-life balance and job security are important issues for Gen Z. Regarding the current working conditions, the ongoing shortage of physicians, and recent findings on physicians’ well-being, the potential for improvement and optimization is high.

Examination of motivations of Generation Z and Millennial consumers with regards to alternative payment options in terms of user experience and product offerings. Literature Review.

Abstract With the acceleration of fintech innovations, the use of alternative payment methods has continued to increase globally. Generation Z and Y consumers are the highest adopters of these alternative payment methods, yet despite this, there is limited research examining their motivations and intentions for using alternative payment methods. This literature review aimed to address this gap through the evaluation of relevant quantitative empirical research by utilizing The Unified Theory of Technology Acceptance and Use of Technology (UTAUT) for its theoretical. The findings indicated that generation z and Y consumers adoption of alternative payment methods are driven largely by behavioural intention, wherein using the UTAUT model, finds a common positive effect across all five variables. Nevertheless, current literature fails to address how Covid-19 restrictions influenced this adoption and as such further primary research post-lockdown is recommended.

DIGITAL LITERATURE FROM THE PERSPECTIVE OF GENERATION Z

The mass media entered a new era where all media is digital, including literary works. The results of this study are expected to show the views and impressions of Generation-Z on digital literary works and help bring insights to the general public regarding Gen z's response to digital literature through the Booktok trend. This research aims to gain knowledge over generation z's perspective on developments on digital literature works media and how they see those changes through the BookTok trend in TikTok by using descriptive qualitative method, using interviews and data from books, journal articles, and videos with a span of 2019-2021. This research focused on the response of Generation Z to changes in the media of literary works and the images of literary works through the BookTok trend in the Tiktok social media community.

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How Gen Z Is Changing Business and the Workplace

Unlock the secrets to attracting, hiring, and retaining gen z employees..

Posted August 8, 2024 | Reviewed by Jessica Schrader

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• Gen Z is rapidly entering the workforce and businesses need to understand their unique needs and concerns.
• Gen Z employees often want clear communication, mental health support, and social responsibility.
• Organizations can develop strategies to attract, hire, retain, and engage Gen Z to benefit the business.

As the first true digital natives enter the workforce, employers face the challenge of understanding and meeting the unique psychological needs and expectations of Generation (Gen) Z. According to the Pew Research Center, Gen Z includes those born between 1997 and 2012, many of whom are entering the workforce today.

A greater understanding of the unique needs of Gen Z can help organizations develop strategies to attract, hire, retain, and engage this up-and-coming generation. For example, as I discuss in my latest book, Experiential Intelligence , engaging in diverse life experiences not only develops new skills but also fosters resilience and agility—traits crucial for future personal and business success. Gen Z intuitively understands this; 90% of Gen Z want to participate in internships, and 70% consider certification courses outside traditional college as a viable path for professional development.

These statistics and more come from a recent survey of over 10,000 students across all 50 U.S. states by the National Society of High School Scholars (NSHSS), which revealed that:

• A majority (59%) of youth believe AI will negatively impact society over the next decade. More than half (55%) are highly concerned about AI’s impact on personal privacy, and 62% worry about job displacement .
• Student debt remains a significant concern, with one-quarter of students expecting to incur $10,000 to $50,000 in debt, but only 14% anticipate family financial assistance
• Preferred employers include Google, Amazon, and Apple, yet health care and STEM fields remain top job targets.
• Nearly half (48%) of Gen Z prioritize clear communication skills in an employer.
• Two-thirds (66%) plan to live at home when starting their first job, with 73% intending to stay for one to two years.

So, how can employers effectively engage this next-generation workforce?

• Communicate Clearly. Transparency and straightforward communication are crucial for Gen Z. Nearly half of respondents ranked clear communication as the top employer quality. Organizations should ensure job descriptions, role expectations, and growth opportunities are transparent.
• Provide Financial Guidance. Gen Z faces unprecedented financial pressures, with many expecting significant student debt and limited family assistance. Employers can differentiate themselves by offering robust financial benefits. Forty-four percent of Gen Z expect employers to help with student loan repayment. Financial wellness programs, tuition reimbursement, and clear career advancement paths can make an organization more appealing to debt-burdened graduates.
• Promote Social Responsibility. Social responsibility and fairness are paramount to Gen Z. Organizations must cultivate inclusive cultures where everyone’s contributions are recognized and valued. Engaging in corporate social responsibility (CSR) initiatives and providing volunteer opportunities can enhance employer attractiveness . Ensuring workplace policies reflect a commitment to fairness and social responsibility can resonate deeply with Gen Z values.
• Offer Hybrid Work. While Gen Z values flexibility, they also seek in-person interactions. Despite the rise of remote work, only 23% consider remote work options very important. Offering a hybrid work environment that balances remote flexibility with opportunities for in-person collaboration and community building is essential. Investing in modern office spaces that foster collaboration and innovation can also be beneficial.
• Foster Development and Recognition. Continuous learning and development are critical for Gen Z retention. They value in-person training and opportunities to develop skills. Implementing structured development programs with mentoring, workshops, and clear career pathways can keep Gen Z employees engaged. Recognition programs, such as employee awards, can also boost morale and retention.
• Support Mental Health and Well-Being. Gen Z is highly aware of mental health issues, partly due to their experiences during the pandemic. Offering mental health resources, promoting work-life balance, and creating supportive environments can significantly impact retention and engagement.
• Leverage Technology. Gen Z grew up with and relies heavily on technology. Employers should use technology to enhance engagement, streamline processes, and personalize work experiences. AI-driven onboarding, personalized learning platforms, and digital collaboration tools can make the work environment more appealing to tech-savvy employees.

High performance and solid results come from organizational cultures that foster inclusion, engagement, and collaboration. By understanding and addressing Gen Z’s nuanced preferences and concerns, employers can create a workplace environment that not only attracts but also retains and engages Gen Z employees. In a very real sense, Gen Z is the future of work.

2024 Career Interest Survey , The National Society of High School Scholars (NSHSS).

Dimock, M. (2019, January 17). Defining Generations: Where Millennials end and Generation Z begins . Pew Research Center.

Kaplan, S. (2023). Experiential intelligence: Harness the power of experience for personal and business breakthroughs. (Matt Holt Books).

Soren Kaplan, Ph.D. , is an author, keynote speaker, leadership development consultant, and affiliate at the Center for Effective Organizations at the University of Southern California.

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Understanding the Impact of Generation Z on Risk Management—A Preliminary Views on Values, Competencies, and Ethics of the Generation Z in Public Administration

Zbysław dobrowolski.

1 Institute of Public Affairs, Jagiellonian University, 30-348 Kraków, Poland

Grzegorz Drozdowski

2 Department of Economics and Finance, Jan Kochanowski University, 25-369 Kielce, Poland; [email protected]

Mirela Panait

3 Department of Cybernetics, Economic Informatics, Finance and Accounting, Petroleum-Gas University of Ploiesti, 100680 Ploieşti, Romania; [email protected]

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Gen Z, people born in the Internet age, are entering the labour market and soon will be responsible for public administration. Such a situation creates the need to study their professional motivations and competencies. We aim to determine: (1) What are the motivating factors of Gen Z representatives? (2) What is the factor’s structure of competencies of Gen Z employees? (3) Do Gen Z’s interest in public administration result from their needs to realise the public interest? These questions are fundamental for the strategy of hiring and training newcomers. This original paper’s insights have emerged iteratively based on a systematic literature searching method and data obtained from the surveys ( n = 335). Research of Polish representatives of Gen Z showed that their expectations are similar to those found in other countries. However, their responses suggest that ethical issues are not the most important for them. The presence of generation G on the labor market will generate a paradigm shift in the activity of companies and public institutions that will be the employers of these young people. Reconfiguration of the principles of human resource management is necessary so that organizations benefit from the qualities of generation Z—they gravitate towards gamified processes because of mobile-centricity; they are natives of global communication, self-learners, and self-motivators; they appreciate transparency.

1. Introduction

One may generalise that the issue of matching motivational tools to different generations is well recognised, and there are many studies on generational differences. However, the continuation of the study on Generation Z (Gen Z) can bring other several contributions. First, like other researchers, e.g., [ 1 , 2 ], we think that such a study may enrich theorists’ and practitioners’ awareness of generational differences. Moreover, better understanding the Gen Z expectations and their features allows decision-makers to fit workplaces better and manage different risk types, including human resource management. Such knowledge helps avoid a job mismatch and reduce the risk of resources waste [ 3 ]. Finally, it may help maintain skilful young employees [ 4 ] and develop workplaces desired by Gen Z.

During this study, we took into account the Mannheim (1952) theory of generations [ 5 ] and References [ 1 , 6 , 7 ]. We assume that new generations are usually described as being around 17–20 years in length because this time enables mapping cultural changes [ 8 , 9 ]. We also assume that Gen Z comprises people born after 1995 [ 10 ] or, according to some researchers, after 2000 [ 11 ].

Most studies on Generation Z have been carried out from the perspective of these young people as consumers and their attractiveness for consumer goods companies and retailers. In addition, given their digital capabilities, Generation Z has a global vision of economic and social phenomena, which is why they are increasingly concerned with promoting new concepts such as corporate social responsibility and sustainable development. Aware of the contribution they can make to sustainable development, Generation Z is increasingly involved as a volunteer in CSR companies promoting various companies that seek to either reduce the negative externalities generated by economic activity or to improve social and environmental performance [ 12 , 13 ]. Generation Z awareness of the important role that companies can play in promoting the principles of sustainable development generates an improvement in their behaviour as consumers, which will avoid wasting food and energy, reduce the purchase of less necessary goods, and sanction the actions of companies with a negative impact on the environment. According to Seabra et al., 2021 [ 14 ] “Gen Z is environmentally aware and concerned, and value an eco-friendly and healthy lifestyle” (p. 11). Considering the education received in school, the representatives of generation Z have at their disposal complex skills and knowledge related to entrepreneurship, financial market, food, sustainable development, etc. Therefore, they “have both the resources and willingness to influence the destiny and operation of CSR” [ 15 ] (p. 3). Understanding the behaviour of Generation Z to promote sustainable development is essential not only for companies but also for public authorities who can thus shape social and economic policies and adopt regulations to encourage the involvement of young people in CSR actions carried out by companies on a voluntary or mandatory basis. Given that Generation Z is geared towards digital media, these young people spend more time looking for the information posted on public portals or social media, and the responsible behaviour of companies is very closely monitored and appreciated [ 16 , 17 ]. These consumers are very vigilant and very well informed, which is why they quickly sanction any detected greenwashing attempt [ 18 , 19 , 20 , 21 , 22 ]. The main studies published in the international stream are focused on Gen Z behaviour as consumers. Very few studies focus on Generation Z as employees [ 12 , 23 ], one of the reasons being that these young people are in the process of completing their studies and starting their professional careers, and few of them are already present on the labour market. For this reason, this study is individualized considering that the research follows the behaviour of Gen Z as employees who will work in the central and local public administration, whose task will be not only (i) to develop economic and social policies in the context of the transition to low carbon economy but also (ii) to set up specific tools for the application of these policies. Moreover, these policies must be thought of and implemented in an increasingly complex context given the phenomenon of globalization, the intensification of black swan events, the increased risk of cyberattacks, and the need to manage climate change.

Generation Z is considered to be much more motivated and determined to achieve its goals. According to [ 24 ] generation Z is “more oriented to entrepreneurship, have grown up with the search engines and they like to discover content that meets their needs”. These qualities will certainly contribute to a better implementation of the proposed measures at the level of central and local public authorities, considering the quality of these young as civil servants. However, studies [ 12 , 23 ] have also shown the existence of weaknesses such as their desire to earn promotion quickly, the desire to occupy important positions, and the inclination to perform individual tasks and more activities that require teamwork.

We aim to determine: (1) What are the motivating factors of Gen Z representatives? (2) What is the factor’s structure of competencies of Gen Z employees? (3) Do Gen Z’s interest in public administration result from their needs to realise the public interest? These questions are fundamental for the strategy of hiring and training newcomers and mitigating risk in public administration. This paper’s insights have emerged iteratively based on the systematic literature searching method and data obtained from the surveys ( n = 335). The survey was run in Poland among students. The focus of the study on student behaviour was based on several considerations. The study aims to identify the implications of hiring young people in the Z generation in public administration, which is why students were selected as a population for this research with high chance that they have employment after graduation. In addition, given the metamorphosis of the mission of universities, higher education institutions are increasingly involved in the development of their communities by providing increasingly complex entrepreneurial skills to students as well as initiating and supporting student start-ups. Therefore, compared to other young people in generation Z, students have superior entrepreneurial skills acquired during their studies, regardless of their specialization. Promoting the principles of sustainable development is achieved at the university level on several levels, both by introducing specific disciplines in the curriculum, such as Sustainable Development, Corporate Social Responsibility, and Business Ethics, and by pursuing a more responsible behaviour from higher education institutions. to all stakeholders (environment, local communities, public authorities). Therefore, students acquire skills in environmental protection or involvement in local communities during their studies. The tendency towards massification in higher education [ 25 , 26 , 27 ] means that a large part of the Z generation are students, which is why the literature identified has focused on students as a representative sample of the Z type [ 14 , 28 , 29 ]. This study is distinguished by the novelty of the approach, namely, Gen Z involvement in public administration; this fact being favoured by the responsible behaviour of these young people and their inclination to protect the environment and involvement in local communities. Given these considerations coupled with their ability to react quickly and rapid access to information, young people from Generation Z will be specialists who will promote the implementation of SDGs not only in public institutions and also contribute to the proper design of public policies to enhance responsible social behaviour of companies in various fields. The increase in uncertainty and the occurrence of black-swan-type events generate more and more risks in various fields, which must be managed primarily by public authorities who must find specific measures and tools to help companies and other stakeholders to overcome situations. For these reasons, the involvement of Generation Z in public administration is becoming a topic of interest not only for researchers but also for educational institutions that need to provide them with the specific skills and knowledge to cope with an increasingly volatile, complex, and dynamic environment.

For the best possible presentation of our research results, we proposed the following structure for the article. First, we review theories related to Gen Z. Second, we show research findings. Finally, conclusions and potential research opportunities are given.

2. Literature Review

Knapp, Weber, and Moellenkamp (2017) aptly noted that people representing Gen Z would soon be new employees on a massive scale. Is this fact, coming from natural generation change, is essential for public administration? The answer to the above question is positive [ 30 ]. The authors [ 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ] emphasise the uniqueness of Gen Z in their daily use of social media and the need to share their experiences, expectations, and views with others. Some authors pointed out that young employees are labelling their expectations as excessive and may not be well prepared for workplace realities [ 43 , 44 ]. Some researchers argued that the members of Gen Z tend to have higher awareness and concern about environmental issues, and therefore, they may better react to green policies [ 44 , 45 , 46 ]. Another group of researchers did not confirm this assumption [ 47 , 48 , 49 ]. Different research conclusions about Gen Z show that it is too early to generalise Gen Z features [ 50 , 51 ]. Other researchers also underlined that it is easy to stereotype younger employees [ 52 , 53 ] and that it is too early for certain generalisations. We follow the view of Urick et al. (2017) that a lack of comprehensive research of Gen Z may lead to practitioners’ lower understanding of Gen Z needs and to accept that everything that has already been said about generation Z seems premature [ 2 ]. Based on the literature analysis, it is possible to generalise that although Gen Z is presented in the literature from various perspectives, this generation and its impact on public administration are still not fully recognised.

Research on Gen Z is crucial because this generation is entering the job market. For example, in the US, this generation will make up about 20 per cent of all employees. In other countries, depending on the birth rate, the share of Gen Z in the labour market may be lower [ 37 ]. Employees of the young generation adopt the organisational culture, but also, due to the differences between them and older employees, bring new values to workplaces. They will also be responsible for risk management, which for this research was defined as a set of activities aimed at preventing the failure to achieve organisational goals. In formulating this definition, we know the complexity of risk management and a significant amount of research on this area of organisational activity [ 54 , 55 , 56 , 57 , 58 , 59 , 60 , 61 , 62 , 63 , 64 , 65 ].

Representatives of Gen Z, born after 1995, also known as “Digital Natives”, being in families with Gen X, started their life after communism fell in Central and Eastern Europe, some Asian and African countries and into a world facing global terrorism and globalisation. They are familiar with widespread electronic devices and digital technologies linked with e-social networking sites. In addition, “Generation Z has grown up with the mindset that risk is unacceptable. Members of Gen Z are more cautious and risk-averse than their parents” [ 66 ] (p. 81). Gen Z, characterised as tech-savvy, globally connected (in the virtual world), and agile, is recognised based on the environment in which it grows and some characteristics [ 32 ], sometimes with a pejorative sound, such as in Figure 1 .

Gen Z characteristics.

Some other names of Gen Z that one may find are the following: iGeneration, Gen Tech, Gen Wii, Net Gen, Digital Natives, Plurals, and Zoomers [ 34 ]. The new generation was born in the era of the Internet and mobiles. People from Gen Z have access to resources that Gen Y did not at that age, including websites to teach themselves new skills. They have access to e-programs that Gen Y did not [ 32 ]. There is a need to determine whether people representing Gen Z constitute a different category of employees? Considerations in this area should begin by pointing out that this is only one generation born in the environment of the Internet, e-games, e-media, and globalisation. It is pointed out by, among others [ 67 ]. They state that games influence this generation by forming neural pathways. Games reinforce certain beliefs about the self, how the world should work, how people relate to one another, and finally, life’s general goals. Games create a self-centred universe where players can influence other people and objects [ 67 , 68 ].

Research conducted in India showed that people from Gen Z would like to work for firms that do not bother about working hours, leaves, and permissions. They felt responsible and did not want somebody else to tell them what to do. They waited for feedback as a tool for improvement but when needed. They would treat a friend at work rather than a boss, which positions them into agile companies. They underlined freelancing or doing something on their own. People from Gen Z saw a career as an opportunity to develop their own life and perceived materialism through the prism of symbols of a “good life”. They wanted to imbibe global values and be seen as somebody who could influence globally. Many Gen Z people did not see employment permanence as a value. They believed that it was worth checking employment opportunities in various companies. People representing Gen Z use e-media often. They visit YouTube multiple times per day, Twitter, Google, and Instagram. They like sharing their knowledge and opinions with others [ 32 ].

Usage of e-media makes faster information change and creates a basis for agile organisations, which is particularly important in security issues [ 58 ]. In addition, compared to the previous generation Y, people from Gen Z have an even greater ability to multitask. They are creative, innovative, and optimistic. People representing Gen Z prefer independent work, often stay in virtual space, and prefer communication using abbreviations [ 37 , 69 ]. Gen Z consists of active problem-solvers, independent learners, and people following social justice and sustainability [ 34 , 70 ]. Because Gen Z is accustomed to receiving information on demand and very quickly, they may procrastinate until the last five minutes to complete tasks and expect managers to be available 24/7 for questions. Although they are adept at finding information, they may not analyse it for valid evidence. They lack skills to evaluate information critically and require this training via engaging ways (e.g., journaling, discussion, and reflection and learning through teamwork, debate, problem-solving, and reflection) [ 70 , 71 , 72 ]. Risk management is widely presented in the literature [ 54 , 56 , 73 , 74 , 75 , 76 , 77 , 78 ]. Researchers point out that risk management starts with analysing all crucial information. Together with the risk appraisal, this information forms the input material upon which risk management options are assessed, evaluated, and selected. Risk management can be perceived as a part of management control in public administration. Such a situation exists in Poland, where the public administration must manage risk according to public finance law. It includes but is not limited to ethical issues (creating, maintaining, and promoting ethics in public administration).

Considering the results of the main studies presented in this section and focused on Gen Z behaviour, there are the following research questions: (1) What are the motivating factors of Gen Z representatives? (2) What is the factor’s structure of competencies of Gen Z employees? (3) Do Gen Z’s interest in public administration result from their needs to realise the public interest? In addition to surveys, we used the systematic literature searching method (Hart, 2001) to have an extensive theoretical foundation. Using interpretations based on previous research leads to new insights on essential research issues [ 79 ].

We assumed that our research focused on Gen Z competencies belongs to social sciences. Therefore, this study does not always have to be reflected in the formalised language of mathematical logic and does not lead to the construction of unchanging theories but remains socially and historically limited to generalisations [ 80 ]. (However, the created concepts must be based on commonly shared cognitive assumptions referred to as the paradigm) [ 81 ]. We used the Burrell and Morgan (2017) classification of paradigms (widely recognised by researchers) to consider which research strategy fits our study [ 82 ]. We chose the strategy of epistemological pluralism, having an opportunity to use approaches drawn from different paradigms to obtain cognitive results. Therefore, we use functionalist and interpretative concepts (meaning and interpretation). We chose this methodology based on methodological triangulation to obtain a broader context of the studied issues [ 83 , 84 ].

Nordqvist and Gardner (2020) and Short and Payne (2020) recently discussed how literature could inspire the research [ 85 , 86 ]. We took their approach. We used the systematic review of the literature included several phases, starting from determining the purpose of the research, selecting the primary literature, selecting publications, using keywords, developing a database, and applying bibliometric and content analysis. We analysed 147 publications using the research databases and then selected (taking into account research problems) the publications listed in this article’s bibliography. We think that analysis of previous research leads to insights on essential research issues [ 79 , 87 , 88 , 89 ]. We also used the surveys to obtain the information necessary to resolve identified research problems. The survey lasted six weeks, and the respondents answered the questionnaire online from November 2021. We used Google Forms (Jagiellonian University, Kraków, Poland) and the Teams application. The study was anonymous in nature. The study included people representing Gen Z living in Poland—students. Three hundred thirty-five individuals expressed a willingness to answer the survey questions, and 34.5 per cent of all surveyed live in a rural area, the rest in cities.

4. Findings

The respondents were asked to answer several closed questions about their motivating factors in the workplace. The survey’s first question concerned the assessment of the values that the representatives of Gen Z consider to be the most important in their lives. The respondents’ answers are presented below in Table 1 .

The Values of analysed Gen Z representatives.

Source: own elaboration.

The next question concerned the social media used by representatives of Gen Z. The answers that the respondents could give were as follows (the respondents could give multiple answers)— Table 2 and Table 3 . Nobody has stated that they are not using social media.

Gen Z representatives and types of social media.

Social media influence on Gen Z representatives.

Our findings on the value of Gen Z and the use of social media in their lives align with the results of other researchers [ 31 , 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 , 42 ]. However, our research has shown a complete lack of values such as patriotism among the values of Generation Z.

In the next question, the respondents were asked to indicate factors that motivate them to work. Some respondents said that their wages (44.6 per cent) motivated them to work. The next factors were the following: friendly atmosphere in the workplace (44.9 per cent) and friendly relations with the immediate supervisor (8.4 per cent). The respondents expect from their workplace: fair and equal treatment (59.6 per cent), fast professional development (27.4 per cent), openness to the needs of others (10.5 per cent), and other expectations (5.1 per cent). Therefore, the next research results related to ethical issues are interesting ( Table 4 )

Ethics in workplace.

Others did not know how to answer the question about the role of ethics in the workplace. The survey’s answers concerning the reasons why they expressed interest in future work in public administration ( Table 5 ) are shown below.

Reasons for interest in future work in public administration.

* The respondents could give multiple answers.

The next question concerned the structure of competencies of Gen Z representatives. The structure of competencies is presented in Table 6 .

Structure of competencies of Gen Z representatives.

RT—risk-taking, EA—ethical attitudes, NS–knowledge and skills, LS—leadership skills, EB—emotional balance, FL—flexibility, A—activity, C—creativity, CO—commitment. * The respondents could give multiple answers.

Finally, 45.3 per cent of respondents said that they prefer privacy, so they would like to have their own room in the workplace without sharing it with others; 12.7 per cent of respondents said that they want to work in the open space formula, and 42.0 per cent of the respondents stated that they do not care whether they will share their workspace with others or have their rooms in the workplace.

5. Discussion

Interpreting the research results, one may conclude the leading features from the competency profiles of the studied Gen Z representatives. From ten such features identified in the literature, we found that the competency structure of the analysed sample size of Generation Z representatives is based on five crucial features: commitment, creativity, flexibility, emotional balance, and activity. The lowest competency component included risk-taking, knowledge and skills, ethics, and leadership skills. The study was conducted on young people under 24 years of age and thus generally professionally inexperienced. The surveyed people are students, and therefore, their lower estimation of knowledge and skills seems to be proper at this stage of their personal development. This assessment and the next ones about risk-taking and leadership skills testify to the answers’ realism, self-criticism, and reliability. Research of Polish Gen Z representatives has shown that their expectations are similar to those found in other countries. Gen Z employees expect fair and partner treatment from their employers. They expect fair wages. For Generation Z, it is important to feel part of one big community. Their answers suggest a balanced approach to development. In addition, our findings confirmed previous research on critical components of competencies.

We discovered that the highest-rated traits of our surveyed Gen Z representatives were commitment, creativity, flexibility, and activity. It can be assumed that paying attention to this set of traits is indirectly connected with the need for self-realisation and the need for recognition and belonging. These findings confirm previous studies on this topic [ 32 , 34 , 37 , 69 , 70 ].

The qualities presented above refer, on the one hand, to the area of self-realisation and, on the other hand, to the ability to go beyond the usual schemes. Generation Z tries to create their solutions differently. It can be assumed that creating new solutions is an essential element of work in business. However, public administration has to follow administrative procedures and administrative law. Therefore, there is a need to take this issue during the training of newcomers, representatives of Gen Z.

We found a surprising dichotomy in the assessment of the ethical factors. Respondents rated their ethical competencies relatively high. They also expect from their workplace fair and equal treatment. However, surprisingly, they do not perceive ethical values as the most important in their workplaces. The virtualisation of social life makes it easier to make connections, but at the same time, it promotes the avoidance of responsibility for relationships. Our results confirmed previous research on cultural determinants of motivating factors [ 90 , 91 , 92 ]. Our study focused on the interest of surveyed Gen Z representatives in work in public administration showed that they result from the stability of employment and other public sector benefits. They also pointed out a lack of business skills. Only about one fifth surveyed pointed out the goal of public administration—the realisation of the public task as a crucial factor convincing them to work in public administration. In addition, some of them indicated that high salary is an essential factor in their lives. Meanwhile, wages in the public sector are not high and even lower than in the private sector in many posts.

Expectations of high wages in administration where this sector is generally not an attractive employer proves the lack of knowledge about the real world outside the university. Our study confirmed that young employees are labelling their expectations as excessive and may not be well prepared for workplace realities [ 43 , 44 ]. In addition, relatively little interest in public service and the perception of ethics as a secondary value can catalyse risk. The answers of Gen Z representatives may indicate the avenue of future training for newcomers. Ethical competencies and public service have to be enhanced because they are necessary to create social capital, fundamental for the stable realisation of public tasks and business operations [ 93 , 94 , 95 , 96 , 97 , 98 , 99 ]. The inclination of young people from generation Z towards promoting the principles of sustainable development as consumers will be reflected in their behaviour as employees, the skills acquired in volunteering being essential for future jobs. These young people will be able to design specific measures and economic policies in sustainable development, energy transition, or corporate social responsibility taking into account both the practical experience gained through the volunteer actions they participated in and the knowledge gained through various information channels. It will also increase the adaptability and flexibility of public institutions to the challenges posed by economic and social uncertainty. Generation Z youth will therefore be very valuable assets in public institutions and will increase the capacity of these entities to cope with uncertainty and black swan events [ 100 , 101 , 102 , 103 , 104 , 105 , 106 ].

6. Conclusions

The presence of generation Z on the labour market will generate a paradigm shift in the organization of activity at the level of companies and public institutions that will be the employers of these young people. Reconfiguration of the principles of human resource management is necessary so that organizations benefit from the qualities of generation Z—they gravitate towards gamified processes because of mobile-centricity; they are native of global communication, self-learners, and self-motivators, and they appreciate transparency and honesty.

The main limitation of the research is generated by the choice of Poland as the basis for the selection of Generation Z representatives who were the subject of the study. This was generated by the authors’ desire to obtain and use primary data, the study allowing the identification of specificities for generation Z in this country.

The present study helps to open avenues for further research. We believe that there is a need to determine whether Gen Z is ready to operate in uncertainty. We did not analyse this topic during our study. Meanwhile, the COVID-19 pandemic showed that public administration might operate in an uncertain environment more often. In addition to the identified limitations of our study, one may also add that more respondents should participate in future research to have more precise final research results. We also think there is a need to continue further study on patriotism and Gen Z, primarily because little is known about this feature of Gen Z in different countries and its influence on public administration. Finally, there is a need to recognize the structure of competencies of Gen Z in other countries.

Although this study focused on Gen Z in Poland, it may inspire research in other countries or members of the European Union. Moreover, studies on different fields of activity can be carried out to identify the specifics of the generation Z workforce in sectors such as industry or services. Our findings should be particularly interesting for decision-makers, who may use motivator’s tools dedicated to Gen Z employees, who will soon decide about successes or failures in daily operations. Public managers should also consider risk Gen Z employees’ behaviour in risk management. For example, in the self-assessment of management control systems, where ethical issues play an essential role.

The scientific conclusions presented in the paper aim to balance the processes that shape the competencies of Generation Z.

• The need for a structured approach to research the factor structure of Generation Z competencies in public administration was justified. It makes it possible to develop characteristics of the work of people who represent Generation Z.
• Conceptual categories have been developed that can contribute to creating new paradigms for human resources management that benefit from the competencies of Generation Z.
• Professionals in human capital management can use the analysis presented on the competency structure of Generation Z staff to improve the quality of public administration management.
• Interpretations of the mechanism of structural formation of the individual components of the competencies of Generation Z are presented.

Author Contributions

Conceptualization, Z.D.; methodology, Z.D.; investigation, Z.D.; writing—original draft preparation, Z.D.; writing—Z.D., G.D. and M.P.; supervision, Z.D., G.D. and M.P.; project administration, Z.D.; funding acquisition, Z.D. All authors have read and agreed to the published version of the manuscript.

Open access license of the publication was funded by the Jagiellonian University.

Institutional Review Board Statement

Informed consent statement.

Informed consent was obtained from all subjects involved in the study.

Data Availability Statement

Conflicts of interest.

The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript; or in the decision to publish the results.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Three things gen-z looks for in the workplace.

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Kent Ingle is president of Southeastern University , author of several leadership books and host of the Framework Leadership podcast.

Gen-Zers are continuing to enter the workforce—and they’re here to stay. Data shows that Gen-Z employees are beginning to outnumber Baby Boomers in the workplace. While they were once considered an emerging group, they are now quickly making up a strong proportion of employees.

As more and more Gen-Zers enter the employment market, managers need to take into account what these prospective employees are looking for and understand what they value. By doing so, you’ll be able to create a strong, unified team and appreciate the uniqueness of all your team members.

Here are three things Gen-Z often looks for in the workplace.

1. A Strong Work-Life Balance

In a recent survey, Deloitte asked over 20,000 Gen-Z and Millennial employees why they chose their current company. Their top answer was that their company had a good work-life balance . Surveyed Gen-Zers also said that they greatly value employers and peers who personally have a healthy work-life balance. So how can you model this principle and help your Gen-Z employees achieve it themselves?

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Research by iHire showed that 81% of Gen-Z employees believe having flexibility in their schedules was "very" or "extremely" important in helping them maintain their work-life balance. They also suggested flexible work times, four-day workweeks, unlimited PTO and remote-working options as possible solutions.

Evaluate how well you and your organization maintain healthy work-life balances for yourself and your employees. Review your company’s policies and flexibility on things like PTO, work schedules and remote/hybrid options. Ask your employees for their feedback on these policies and how you and your organization can make changes to help them improve their work-life balance. Doing so will help ensure that your team and your Gen-Z employees will feel supported, seen and valued as individuals.

2. An Emphasis On Mental Health

In Deloitte’s survey, 77% of Gen-Z employees who recommended working at their company agreed that their employer took the mental health of employees seriously. Research by UKG showed that 81% of employees (download required) worldwide prioritize mental health over higher pay, with 64% saying they would even take a pay cut for a job that better supports their mental health.

Many Gen-Z employees value mental health and want it talked about and prioritized in the workplace. They understand how it can impact their performance and overall well-being, and they want their employers to do the same.

Make a point to regularly check in with your staff members and ask how they are handling their workloads, projects and deadlines. By showing your Gen-Z staff that you and your organization care about their mental health, you will show them how much you value them and, in turn, create a greater sense of trust and buy-in between your employees and your organization.

3. A Sense Of Purpose And Shared Values

A staggering 86% of Gen-Zers say having a purpose is key to their overall job satisfaction and well-being, according to Deloitte's study. The survey by iHire showed that 70% of Gen-Z employees believe working for an organization whose values and mission align with their own is "very" or "extremely important."

For Gen-Z, having an aligned mission and sense of purpose is one of the most important aspects of their relationship with their employer. In fact, 50% of surveyed Gen-Zers have rejected an assignment, and 44% turned down an employer based on their personal ethics or beliefs, according to Deloitte.

Knowing your organization’s mission, values and social impact is crucial when interviewing potential Gen-Z employees. Be transparent about your organization’s beliefs and how it’s putting them into practice. Invite your Gen-Z employees to contribute and make a difference. Those who are the right fit will come alongside you and support your mission passionately—but it’s crucial they know what it is and how they fit in.

According to Deloitte’s research, 80% of Gen-Z employees recommended their company because they felt they had the power to create change. These younger employees want to make a positive impact in your organization—and they’re excited to do so.

Give them opportunities to share their insights and ideas, and invite them to contribute to projects or in areas you might not think of. Gen-Z is ready and willing to make a lasting impact, so let’s give them the chance to do so!

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Silicon carbide (SiC), as a third‑generation semiconductor material, has attracted significant research attention. Various empirical potentials and machine learning potentials have been developed, but there are few comparative studies on phonon and thermal properties. Herein, the Tersoff and Vashishta empirical potentials, as well as the Bayesian force field constructed by the FLARE framework using principled Gaussian process uncertainties (FLARE BFF), for a comparative study, are selected. The phonon dispersion relation, phonon density of states, Grüneisen constants, and the average phonon‑weighted Grüneisen constants are calculated using different potentials, and it is found that the FLARE BFF potential has the highest accuracy with respect to the first‑principles calculations. Furthermore, the thermal conductivity using molecular dynamics simulation with different potentials is calculated. The calculation results using the FLARE BFF potential closely match the experimental reports at high temperature, but the longest computing time is required. This study can facilitate the understanding of thermal properties of SiC.