Generationally Based Differences in the Workplace: Is There a There There?

By David P. Costanza, Lisa M. Finkelstein. Industrial and Organizational Psychology, 2015

253 citations recorded by the source corpus.

Subfields: Gender Studies, Life-span and Life-course Studies, Organizational Behavior and Human Resource Management

View Paper: https://www.semanticscholar.org/paper/b8f4ef61d3da03eeff1f7b317416c324e8e51fca

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Gender Studies

1. Stacy Campbell
2. N. Lehmann‐Willenbrock
3. W. Keith Campbell
4. Ting Zhang
5. S. Voelpel ‡
6. Fabiola H. Gerpott
7. Jean M. Twenge
8. Zoltan J. Acs

In Life-span and Life-course Studies

1. Ting Zhang
2. Zoltan J. Acs
3. H. Zacher
4. C. Rudolph

In Organizational Behavior and Human Resource Management

1. C. Rudolph
2. R. Rauvola
3. S. Voelpel ‡
4. Stacy Campbell
5. N. Lehmann‐Willenbrock
6. W. Keith Campbell
7. Ting Zhang
8. Fabiola H. Gerpott

Citations in the corpus

• Generational Differences Are Real and Useful (2015, background): “…University of Georgia Stacy M. Campbell Kennesaw State University Lane E. Siedor University of Georgia Jean M. Twenge San Diego State University We propose that generational differences are meaningful despite some theoretical and methodological challenges (cf. Costanza & Finkelstein, 2015).”
• Age and entrepreneurship: nuances from entrepreneur types and generation effects (2018, methodology): “…79 1242 16 205 1 6 15 192 16 205 The integration method used is mvaghermite with seven integration points * indicates statistical significance at 0.1 level; ** indicates statistical significance at 0.05 level; and *** indicates statistical significance at 0.01 level Costanza and Finkelstein 2015).”
• Leadership and generations at work: A critical review (2017, background): “…across those studies that have attempted to tease apart the effects of generational differences, there is little to no empirical evidence to suggest that such differences exist, or that they manifest as differences in work attitudes, motivation, or behavior (Costanza & Finkelstein, 2015, 2017).”
• A Phase Model of Intergenerational Learning in Organizations (2017, background): “…the difficulty of pinpointing the extent to which differences in employees’ attitudes, values, and learning characteristics are the result of their generational affiliation, rather than other factors such as chronological age or life phase (Costanza & Finkelstein, 2015; Parry & Urwin, 2011).”