Course : RES500 – Academic Writing & Research Sk
Assignment-I: Topic selection & research questions (80 points)
A topic of research should be chosen. It can be either a research paper or a startup concept. Once the topic is finalized, the research questions (based on which objectives of the study will be formed) must be developed (not more than three). Each selection must be discussed in detail with logic and rationale. Reasons for the topic should be discussed first followed by discussion on selection of each of the research questions.
This is feedback from the instructor. Kindly fix all the errors
In the attachment, you will find the answers to the questions.
Feedback to Learner
The title: Motivating Employees from Different Generations: The Difference.
The title seems incomplete or there is a lack of sense. Try to reformulate your title to clarify the topic and the objective of the study.
The topic is interesting, however, the research questions do not involve specific variables links, comparisons, …. that you may consider to examine motivation in the workplace from the angle of generational differences.
The main research question (problematic is not clarified).
In your analysis you have included some observations and statistics from the American context, this choice of American context to start your research is not justified.
In justifying Q1. You used this argument: ” there has been a dearth of research into the processes responsible for the links between job motivation and other beneficial results”…What evidence supports your logic??
Q2. What are the different generations of employees in the workplace?
What contribution to your research output may the answer to this question provide??
It is probably more convenient to examine the different characteristics and attributes of different generations particularly in a workplace and examine these differences with a consideration of motivation and other variables, ….. The description of different age cohorts (classification) may be better treated and detailed in literature review but not as a research question.
Q3. What are the key considerations when motivating employees of different generations?
The question format: this question is somehow general and not specific and should be reformulated.
In your description of the variables to consider you have included too many variables, some are vague and not specific (like traditions -organizational culture!- principles, interaction within personnel….)
The literature review will orient you to select the most significant variables as well as the operational definition of each one, this will help you to clarify your methodology especially the measurement tools.
Thus, for next assignment, I suggest to reformulate and refine your questions to highlight your research objectives clearly.
Your literature review, will further orient you to better understand your methodology and especially, to identify the variables that you will study and links that will be tested.
Motivating Employees from Different Generations: The Difference
This research investigates the most critical factors managers may utilize to motivate workers of varying ages. As a result, this paper will outline a range of approaches designed and put into practice to encourage staff members in light of their unique characteristics.
This research seeks to achieve the following objectives;
Understand the importance of motivation to both managers and employees
Identify the generational differences in workplaces
Key considerations when motivating employees of different generations
What is the significance of motivation for both administration and personnel?
What are the different generations of employees in the workplace?
What are the key considerations when motivating employees of different generations?
Topic: Motivating Employees from Different Generations: The Difference
Now more than ever, businesses must deal with personnel that spans many generations, each of which may demand a unique approach to staff motivation (Cote, 2019). According to (Cote 2019), confidence in leadership, inadequate work acknowledgment, poor prospects based on talents, supportive connections, and inadequate remuneration are all potential causes of demotivation. Companies may boost staff motivation and productivity by conducting in-depth analyses of motivational strategies, employee requirements, and employee characteristics (Cote, 2019).
In context, motivating today’s diverse staff is essential in corporate America. The corporate sector workforce is expected to increase by 5%, to 164 million people, between 2014 and 2024, according to a recent report by the Bureau of Labor Statistics (BLS, 2015). The BLS predicts that the 55-and-older age group will see the most remarkable growth, followed by the 25-to-44 age group, and then the 16-to-24 age group will see the most negligible growth (BLS, 2015). To add to the complexity, modern organizations will likely employ members of four or five generations, from the Silent Generation to the Baby Boomers, to Generation X, to the Millennials, to Generation Z (those born between 1996 and 2012) (AMA, 2019).
Companies will not be able to successfully motivate a diverse workforce without tactics tailored to each individual’s unique requirements (innate and external) (Cote, 2019). By doing so, businesses may create bespoke initiatives that boost employee morale, commitment, and contentment in their employment, ultimately leading to a more efficient and satisfied staff (Cote, 2019). For these grounds, the researcher is interested in studying this subject since the results may give helpful information that industry stakeholders can utilize to boost employee motivation and, in turn, productivity and economic development.
RQ1: What is the significance of motivation for both administration and personnel?
One must always keep in perspective that maximization of revenues is the ultimate goal of any organization while overseeing employee productivity (Grenčíková, 2017). The two primary revenue methods are input and output (Grenčíková, 2017). Therefore, a corporation may improve its bottom line by cutting expenses or boosting production. The input cost issue of interest here is the incentive structure for workers. Job-related skills, a realistic working environment, and staff motivation contribute to worker output (Grenčíková, 2017). One of the most critical factors in a company’s success is the level of staff motivation within it. Motivated workers produce better results, increasing the company’s bottom line due to the positive impact of capital in human resource development on the company’s return on investment (Grenčíková, 2017).
According to Grenčíková (2017), worker engagement is defined as a favourable affective mental state marked by energy, devotion, and immersion in one’s job; something that benefits businesses and workers alike (Grenčíková, 2017). More motivated employees have fewer health issues, decreased truancy and attrition, and, most importantly, greater productivity (Grenčíková, 2017). However, there has been a dearth of research into the processes responsible for the links between job motivation and other beneficial results; this question aims to fill this gap.
RQ2: What are the different generations of employees in the workplace?
The generations are defined by the U.S. Census Bureau (2014) and the Pew Research Center (2014), as indicated in the figure beneath, while other terminologies and periods may be referenced in academia. Neither the scholarly canon nor the mainstream media have settled the question of when the Millennial Generation will officially end or what the designation of the following generation of persons will be (Stewart, 2017).
Classifying people based on their birth year may appear arbitrary, and there is a danger of dismissing or downplaying the accomplishments of those who fall into the “wrong” generational bracket. Even yet, several researchers have stated persuasively that there are substantial intergenerational disparities in the characteristics of people of various ages. For instance, according to Twenge (2013), narcissism is far more common among Millennials than it was among older cohorts. Many data sets bear up this trend. While practitioners of the clinical profession should be attempting to debunk unfavourable demographic preconceptions, Arnett (2013) and his associates (Arnett, Trzesniewski, & Donnellan, 2013) have cautioned strongly against designating an entire generation as narcissism-prone. This inquiry will therefore shed light on the many generations represented in the workplace, the prejudices held about them, and the facts used to dispel those assumptions, paving the way toward a comprehension of the actual motivations of each group.
RQ3: What are the key considerations when motivating employees of different generations?
This study will examine the roles of both internal and external motivators in responding to this inquiry. Personal elements are those that each worker brings to the table, such as their unique combination of personality characteristics, perspectives, beliefs, and wants (both mental and physical, such as the need for job security, public acclaim, and financial reward) (Cote, 2019). It is expected that the requirements would vary widely among workers.
An institution’s tradition, principles, incentives and affirmation (such as remuneration, perks, benefits, bonuses, and commissions), group social standards (which serve as the unofficial principles and code of conduct for staff members to abide by), and the interactions between personnel and managerial staff will all be taken into account in this paper (Hellriegel & Slocum, 2011). The response to this question will shed light on some of the most important factors for managers to consider when motivating workers of different generations. To create a thorough link between the findings and the study subject, this question will include the results of the preceding two research questions and present the most critical factors for each group.
American Academy of Management (AMA). (2019). Leading the four generations at work. Retrieved from
Arnett, J. J., Trzesniewski, K. H., & Donnellan, M. B. (2013). The dangers of generational myth-making: Rejoinder to Twenge. Emerging Adulthood, 1(1), 17—20.
Cote, R. (2019). Motivating Multigenerational Employees: Is There a Difference? Journal of Leadership, Accountability and Ethics, 16(2), 15-29.
Grenčíková, A. G. (2017). The Role Of Leadership In Motivating Employees In A Trading Company. Journal of Security & Sustainability Issues, 7(2).
Hellriegel, D., & Slocum, J. W. (2011). Organizational behaviour. Mason, OH: South-Western Cengage Learning.
Pew Research Center. (2014). The next America: Boomers, millennials, and the looming generational showdown. New York: Public Affairs.
Stewart, J. S. (2017). Managing millennials: Embracing generational differences. Business Horizons, 60(1), 45-54.
Twenge, J. M. (2013a). The evidence for Generation Me and against generation We. Emerging Adulthood, 1(1), 11—16.
U.S. Census Bureau. (2014, December 4). New census bureau statistics show how young adults today compare with previous generations in neighbourhoods nationwide [Press release]. Retrieved from
U.S. Department of Labor (2015). U.S. Bureau of Labor Statistics (BLA): Labor force projections to 2024: the labour force is growing slowly. Retrieved from