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Article-GenerationaldifferencesintheperceptionofleadershipstylesandpracticesbetweenmembersoftheSocietyforPublicHealthEducation.pdf

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GENERATIONAL DIFFERENCES IN THE PERCEPTION OF LEADERSHIP

STYLES AND PRACTICES BETWEEN MEMBERS OF THE SOCIETY FOR

PUBLIC HEALTH EDUCATION

Daniel A. Michaud

MARK MINELLI, PhD, Faculty Mentor and Chair

WAYNE OPPEL, PhD, Committee Member

MICHAEL JOHLL, PhD, Committee Member

Suzanne Holmes, PhD, Dean, School of Public Service Leadership

A Dissertation Presented in Partial Fulfillment

of the Requirements for the Degree

Doctor of Philosophy

Capella University

October 2012

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Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author.

UMI Number: 3544180

Abstract

The intent of this research project is to compare and contrast the differences between

chapter members from generation types (Baby Boomers, Generation X, and Generation

Y) on how they differentiate leadership styles and practices in the various state chapters

of the Society for Public Health Education. This research describes and pays attention to

specific strengths and weaknesses in generational issues among these three groups in the

various state chapters of the Society for Public Health Education and how the prevalence,

etiology, assessment, and treatment of these strengths and weaknesses affect leadership in

the various sectors of health care, business and education that members are affiliated

with. The literature review suggests an analytical approach for examining generational

differences in leadership practices among Baby Boomers, Generation X, and Generation

Y. The procedure will use potential participants from the various state chapters of the

Society for Public Health Education chapter. A survey designed by the researcher using a

model provided by an Internet-based company called SurveyMonkey uses questions from

The Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003) in order to

measure any generational differences in leadership styles and practices among Baby

Boomers, Generation X, and Generation Y.

iii

Dedication

This study is dedicated with love and admiration to my wife, Debbie. Without her

understanding, patience, and constant encouragement, this massive undertaking could

never have been achieved.

Acknowledgments

I would like to acknowledge my committee, Dr. Mark Minelli, Dr. Wayne Oppel,

Dr. Michael Johll, and Dr. Linda-Marie Sundstrom. I would particularly like to thank my

committee chair, Dr. Mark Minelli, for helping me think outside of my own box for fresh

ideas and approaches.

Table of Contents

Acknowledgments iv

List of Tables viii

List of Figures v

CHAPTER 1. INTODUCTION AND STATEMENT OF THE PROBLEM 1

Introduction to the Problem 1

Background of the Problem 2

Statement of the Problem 5

Purpose of the Study 5

Research Questions 6

Rationale, Relevance, and Significance of the Study 6

Nature of the Study 7

Definition of Terms 8

Assumptions and Limitations 9

CHAPTER 2. LITERATURE REVIEW 11

Introduction to the Literature Review 11

Theoretical Framework 12

Review of the Critical Literature 15

Evaluation of Viable Research Designs 49

Chapter Summary 49

CHAPTER 3. METHODOLOGY 51

Introduction 51

Researcher's Philosophy 52

Research Design Guide or Model 54

Research Design Strategy 55

Sampling Design 57

Measures 58

Data Collection Procedures 58

Field Testing/Pilot Testing 60

Data Analysis Procedures 60

Limitations of Methodology 62

Internal Validity 62

External Validity 62

Expected Findings 62

Ethical Issues 63

Conclusion 65

CHAPTER 4. DATA COLLECTION AND ANALYSIS 67

Introduction 67

Organization of Data Analysis 68 64

Presentation of Descriptive Characteristics of Respondents 70

Research Questions and Associated Hypotheses 71

Analysis of Data 72

Summary 80

CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS 84

Introduction 84

Summary of the Study 84

vii

Findings 86

Conclusions 89

Implications 95

Future Research 99

Summary 100

REFERENCES 104

viii

List of Tables

Table 1. LPI Survey Total Results Chart 112

Table 2. LPI Survey Total Average Results Chart 113

Table 3. LPI Survey Challenging the Process Questions 1-6 Results Chart 114

Table 4. LPI Survey Encouraging the Heart Questions 1-6 Results Chart 115

Table 5. LPI Survey Inspiring a Shared Vision Questions 1-6 Results Chart 116

Table 6. LPI Survey Enabling Others to Act Questions 1-6 Results Chart 117

Table 7. LPI Survey Modeling the Way Questions 1-6 Results Chart 118

Table 8. Participants Results Chart 119

Table 9. Generation Results Chart 120

Table 10. Industry Results Chart 121

Table 11. Expertise Results Chart 122

Table 12. LPI Correlations Pearson’s r Test Results 123

Table 13. Friedman’s Two Way Analysis of Variance for Ranks 124

List of Figures

Figure 1. Demographics of Participants 132

Figure 2. LPI Survey Recap Totals of Participants Responses 133

Figure 3. LPI Survey Results of Challenging the Process (CTP) 134

Figure 4. LPI Survey Results Inspiring a Shared Vision (IASV) 136

Figure 5. LPI Survey Results Enabling Others to Act (EOTA) 138

Figure 6. LPI Survey Results Modeling the Way (MTW) 140

Figure 7. LPI Survey Results Encouraging the Heart (ETH) 142

Figure 8. LPI Survey Average Results 144

CHAPTER 1. INTRODUCTION AND STATEMENT OF THE PROBLEM

Introduction to the Problem

The purpose of this research study is to compare and contrast the differences

between chapter members from generation types (Baby Boomers, Generation X, and

Generation Y) on how they differentiate leadership styles and practices in the various

state chapters of the Society for Public Health Education.

The United States is in the midst of a generational transition in all areas of

industry, the likes of which have never been seen before. The largest generation in

history, the Baby Boomers, will soon vacate the workplace.

This group of aging population represents more than 76 million persons born in

the United States from 1946 to 1964. They are the largest birth cohort ever born in this

country, representing 31% of the population. In 2006 aging Baby Boomers began turning

60 (Head, Baker, Bagwell, & Moon, 2006).

It is no surprise that the impact of mass retirement will soon be felt in the

workplace all across the nation. This impact will take the form of a skills shortage in

leadership and management including within the nonprofit sector. A major reason for

concern of corporations is the lack of enough younger workers to fill the void of those

departing (Kaye & Cohen, 2008).

The problem posed by the upcoming generational changing of the guard is that

Generation X 1965-1979 (Williams, 2002), and Generation Y 1980-2000 (Williams,

2002), have not been equipped with the leadership skills and knowledge needed to

assume the responsibility being passed on to it (Gilburg, 2007). For the past 20 years,

Boomer-led organizations have focused on cost cutting and downsizing with much-

needed emerging-leader development and mentoring training programs cut to save

money.

Given the lack of consideration or preparation for the future that most

corporations have shown to date, it is quite likely that Generation X and Generation Y

will find themselves thrust into leadership and management scenarios (Gilburg, 2007).

Suddenly finding themselves in the driver's seat, these generations will need to steer

organizations through complex, chaotic, and uncertain times and terrain.

Background of the Problem

The cohort groups following the Baby Boomers have been called Generation X

and Generation Y. Unlike previous-generation managers and senior executives, they will

have to take into account the new realities of their culture and values, and determine what

their employees want from work to retain them and align them with corporate goals.

These generations, just like their parents, the Baby Boomers, will define business as they

ascend into leadership roles in the corporate world in increasingly larger numbers (Alch,

2000).

Mullan (2008) discusses how the Baby Boomers, Generation X, and Generation Y

are affecting the workforce today. Generation X and Generation Y are well educated and

have a plethora of experience to offer in the nonprofit sector. This research study focuses

on these three groups—Baby Boomers, Generation X and Generation Y—and on the

groups’ different leadership practice. More often than not, their differing views on

leadership reflect more than just the process, they also affect results (Mullan, 2008). As

technology advances it will be beneficial to get every employee, regardless of his or her

generation, on the technological same page. Baby Boomers place importance on

teamwork, long hours, hard work, and recognition, while Generation Xers consider

competence, ongoing learning, informality, and feedback as relevant (Mullan, 2008).

Mullan (2008) discusses how Generation Xers see work more as a lifestyle

decision than a means of support. After watching their workaholic parents get laid off in

corporate mergers and downsizing, many Generation Xers do not trust employers. After

being raised as latchkey children in families with no stay-at-home parent, they have

learned early to rely on themselves.

While studies have shown that Generation Xers are loyal to the companies they

work for, they define loyalty differently than do the Baby Boomers. For Generation Xers,

contribution counts, not the tenure. Other studies have shown them to be more willing

than their Baby Boomer coworkers to take charge of their own career development and

less tolerant of working long hours in the workplace (Williams 2002).

Williams (2002) writes that Baby Boomers have appointed themselves arbiters of

the nation’s values and have crowded conspicuously into culture careers such as teaching,

religion, journalism, marketing, and the arts. This generation is the most populous and

influential of all. Baby Boomers want to share their perceptions of good with others.

Body language is crucial when communicating with Baby Boomers, and communication

should be open and direct, yet not controlling. Boomers prefer key communication

methods such as social and recognition events, professional advisors, direct mail, face-to-

face conversation, Internet, E-mail (Williams, 2002).

Generation Xers are the “why me” generation. Characterized by an economic and

psychological “survivor” mentality, they embrace risk and tend to be both skeptical about

authority and cautious in their commitments. They start about 70% of new businesses in

the United States (Williams, 2002). Generation Xers value access to information and love

plenty of it. They need to be asked for their feedback, and they enjoy having information

shared with them regularly. Generation X is looking to empower themselves through

information, and they like to participate in a worthy cause (Williams, 2002). In face-to-

face communication, short sound bites keep their attention best. They prefer an informal

communication, style and organizations trying to reach this generation must learn to

speak their language. Facts must be presented in straightforward fashion (Williams,

2002).

Generation Xers are skeptical about modern advertising, and overly slick

marketing pitches will not work with them (Williams, 2002). They demand candor and

honesty. Approaches that produce the best results will be frank and involve a little fun at

the same time. They need to be spoken to in a way that says “you’re different; we respect

that.” This type of communication is very effective because it drops all pretensions and

talks directly to them in a nonthreatening way. This generation prefers key

communication methods such as e-mail, multimedia, word-of-mouth, social events, peer

gatherings (Williams, 2002).

The newest generation to enter the workforce is Generation Y also known as the

Millennials. They are technology savvy, advanced, and comfortable. They excel in an

environment that promotes communication and group equality in the workplace, even

though this is considered unrealistic by other generations. Generation Y have unforced

qualities and abilities to multitask. If they do not feel challenged in the workplace, they

move on to jobs providing a challenge. Challenge provides personal growth to

Generation Y and a sense of belonging to an organization with a purpose. They have no

regret or show indecisiveness about transitioning in new directions for work, including

moving to new employers (Dorset, 2008).

Statement of the Problem

There is limited research on the relationship between chapter members from

generation types (Baby Boomers, Generation X and Generation Y) on how they compare

and contrast leadership practices. This research problem attempted to relate and

synthesize how these groups differentiate leadership styles and practices.

Purpose of the Study

The purpose of this research study is to compare and contrast the differences

between chapter members from generation types (Baby Boomers, Generation X, and

Generation Y) on how they differentiate leadership styles and practices in the various

state chapters of the Society for Public Health Education.

No study has been ever been done since the founding of the various state chapters

of the Society for Public Health Education over 40 years ago involving its chapter

members.

Results of the study prompted the need for further research that could lead to

development of improved counseling, educational, and professional work approaches for

Baby Boomers, Generation X, and Generation Y members in the public health education

sector.

Research Questions

1. What ways do leadership practices compare and contrast between chapter

members in the Baby Boomer, Generation X, and Generation Y generations?

The study will compare and contrast the leadership practices between chapter

members in the X, Y, and Baby Boomer generations.

2. What types of leadership theory are most favorable to chapter members in the

Baby Boomer, Generation X, and Generation Y generations?

The study will identify and differentiate what types of leadership theories are

most favorable to chapter members from the various state chapters of the Society for

Public Health Education in the X, Y, and Baby Boomer generations.

Rationale, Relevance, and Significance of the Study

This study will be relevant to all various state chapters of the Society for Public

Health Education chapter members because it will attempt to make a significant

contribution to the scientific community by introducing research showing that leadership

styles and practices differ among the Baby Boomers, Generation X, and Generation Y

from the various state chapters of the Society for Public Health Education. By knowing

what types of leadership styles and practices an individual has, this should help chapter

members become more effective leaders, educators, and managers at various state

chapters of the Society for Public Health Education.

This will be accomplished through the design and development of a study which

will attempt to relate and synthesize how these three groups—the Baby Boomers,

Generation X, and Generation Y differentiate—leadership styles and practices in the

various state chapters of the Society for Public Health Education.

Nature of the Study

Descriptive quantitative research utilizing quantitative methods that collect

statistically verifiable data are used to obtain information concerning the current status of

a phenomenon to describe what is going on or what exists with respect to variables or

conditions in a given situation, focusing on providing an accurate description of aspects

of a particular area that can be best answered by quantitative methods that collect rich,

descriptive data (Watson Leeds, 2008).

Creswell (2003) indicates that a survey design provides a quantitative or numeric

description of trends, attitudes, or opinions of a population by studying a sample of that

population. A descriptive study makes no attempt to change behavior or conditions; it

measures things as they are. The design of surveys used in this study are descriptive in

which the researcher administers a close-ended questionnaire instrument at one point in

time to capture the extent to which differences in one characteristic or variable are related

to differences in one or more other characteristics or variables of a particular nature. In

this correlational study, the variables of interest are generational differences in different

leadership styles and practices among Baby Boomers, Generation X, and Generation Y

from various state chapters of the Society for Public Health Education.

Once these characteristics or variables are assessed, then the relationships

between them are quantified and reported, attempting to show any significant

generational differences in leadership styles and practices among these three groups from

various state chapters of the Society for Public Health Education.

Definition of Terms

Baby Boomers. People born between 1946-1964 (Williams, 2002).

Contingency leadership. A style of leadership that focuses on particular variables

related to the environment that might determine which particular style of leadership is

best suited for the situation (Wagner, 2008).

Correlational study. Examines the nature of the relationship between/among

certain variables without manipulating or controlling those variables; examines the cross

generational differences in values and work ethics between various generations

(Creswell, 2003).

Descriptive research. Provides an accurate description for something that is

occurring (Creswell, 2003).

Generation X. People born between 1965-1979 (Williams, 2002).

Generation Y. People born between 1980-2000 (Williams, 2002).

Latchkey children. Describes a child who uses a key to enter an apartment or

home each day and stays by him/herself until his/her parent(s) come home from work

(minimum of two hours alone) (Dichtel, 1986).

Leadership styles. Varies with personality and situational need. Leadership style

is partly decision making style and partly a way of motivating employees (Yildirim,

Acar, Bull, & Sevinc, 2008).

Leadership practices. This refers to activities tied to the core work of the

organization that are designed by organizational members to influence the motivation,

knowledge, affect, and practices of other organizational members or that are understood

by organizational members as intended to influence their motivation, knowledge, affect,

and practices (Spillane, 2005).

Participative leadership. Group members are encouraged to participate,

contribute, and help other group members feel more relevant and committed to the

decision-making process. The leader retains the right to allow the input of others in

participative theory (Wagner, 2008).

SurveyMonkey. A model provided by an Internet-based company called

SurveyMonkey, which uses questions from The Leadership Practices Inventory (LPI-

Self) (Kouzes & Posner, 2003). This survey is used to measure any generational

differences in leadership styles and practices among Baby Boomers, Generation X, and

Generation Y in the (SOPHE).

Traditionals or Veterans. People born between1925-1945 (Williams, 2002).

Transactional leadership. Refers to leaders who generally work in a reciprocal

fashion with their associates, where they bargain and negotiate using rewards or power in

order to influence and create change (Kezar, & Eckel, 2008).

Transformational leadership. A process where leader and followers work together

in a way that changes or transforms the organization, the employees/followers, and the

leader (Barling, Weber, & Kelloway, 1996).

Assumptions and Limitations

This study assumes the following (a) that all respondents answered survey

questions honestly and to the best of their abilities, (b) that the completed study provided

a framework for understanding generational differences in leadership styles and practices

between Baby Boomers, Generation X, and Generation Y from the various state chapters

of the Society for Public Health Education, see that the format used to select the

participants for the study will be appropriate and accurate (Baron, 2002).

The studies probable limitations are because of the following (a) the small sample

from the various chapters of the Society for Public Health Education available for the

study, results may not be fully generalizable beyond the specific population from which

the sample is drawn, (b) the failure of sample respondents to answer with candor, results

might not accurately reflect the opinions of all individuals in the included population, (c)

the length of the study, a significant number of respondents available may be unavailable

or unwilling to participate when the study commences, (d) the study will fail to provide

any significant quantitative descriptive research data in the investigation reflecting little

or no generational differences in leadership styles and practices among the Baby

Boomers, Generation X, and Generation Y groups from the various chapters of the

Society for Public Health Education (Baron, 2002), (e) data used to obtain information

concerning the current status of the phenomena and used to describe what is going on or

what exists with respect to variables or conditions in a situation may be missing or

omitted due to respondents’ sensitivity to the survey or questionnaire, (Watson Leeds,

2008).

CHAPTER 2. LITERATURE REVIEW

Introduction to the Literature Review

This study is intended to research and identify possible generational differences in

leadership styles and practices among Baby Boomers, Generation X, and Generation Y

from the various chapters of the Society for Public Health Education. Leaders have

sought to understand how to harness the talent, motivation, and leadership potential of all

their employees from different generations and how to quell the potential conflict among

them (Conger, 1998).

Literature review themes to be developed and for which critical analyses of the

related research will be presented include historic, traditional roles and responsibilities in

the workplace and how Baby Boomers, Generation X, and Generation Y perceive them.

This theme provided the historical context for the completed study and present the

traditional roles and responsibilities as well as the different manners in which Baby

Boomers, Generation X, and Generation Y deal with these issues.

Since the study is concerned with generational differences in leadership styles and

practices, another generation called the Traditionals, or Veterans born between 1925 and

1945, are researched and examined for any related data.

Leadership styles and practices among the Traditionals, or Veterans, Baby

Boomers, Generation X, and Generation Y are researched using a number of studies that

have explored the increasing trend of generational differences among all these groups in

the workforce regarding leadership styles and practices.

The research study attempted to show how the use of leadership styles and

practices reflects how various generations such as the Traditionals, or Veterans, Baby

Boomers, Generation X, and Generation Y utilize these techniques to change the face of

leadership in the workplace.

Generational cohorts are used as factors affecting leadership transition in

organizations; this theme will present a number of studies that have explored

organizational change with a focus on leadership transition. In this case, all four of the

generations are represented. Culture values and behavior differences may have like

consequences on differences among all the generations examined and on leadership styles

and practices in a multicultural workforce environment. The literature review used in this

research project utilized the EBSCO and ProQuest electronic databases.

Theoretical Framework

Theoretical foundations were examined and analyzed, which served as the basis

of this study. All three of the generations studied Baby Boomer, Generation X, and

Generation Y groups— have different perceptions on how to approach leadership styles

and practices in the education and business sectors (Ebenkamp, 1999).

The theoretical foundation is based on participative leadership style that

encourages group members to participate, contribute, and help members to feel more

relevant and committed to the decision-making process. The leader retains the right to

allow the input of others in participative theory (Wagner, 2008).

Strauss and Howe (1991) note that a generation is a group of people born within

a specified time frame who have common experiences in the social and historical process

at similar stages of life while sharing various thoughts, experiences, and behaviors.

Generations are tied together as they go through history forming a collective generational

state of mind. Strauss and Howe (1991) explain that generations come in cycles and just

as history produces generations so too do generations produce history. Strauss and Howe

(1991) believe there are four generational behaviors cycles that repeat in sequence over

time Civic, Adaptive, Idealist, and Reactive, and because of these cycles, future

generational behaviors and traits can be predicted.

A theory developed by Strauss and Howe (1991) on generational behaviors was

based on research of various generations dating from 1584 and projected to future

generations in 2069. Their generational theory begins with children under protection of

their parents, who, driven by the desire to overcompensate for the flaws they remember

from their own childhood, demonstrate increasing nurturing over the next generation. The

subsequent generation then overprotects its children, and this finds the next third

generation of parents engaged in a period of decreasing nurture.

Strauss and Howe (1991) determined that generations are shaped and determined

by parental interaction, or lack thereof as well as by major social movements that occur

during generational periods. Strauss and Howe (1991) believe that generational cycles are

historically based and predict the actions of future generations through the four

generation types: Civic, Adaptive, Idealist, and Reactive. Strauss and Howe (1991)

explain Civics as aggressive institution builders when young and institution defenders

when old. Adaptives are elder-focused conformists when young and junior-focused

pluralists later in life. Idealists rebel against elder-built institutions in youth and mature

into moralists. Reactives are risk takers in youth and pragmatists as adults.

The four generations currently in the workforce as defined-or-identified by

generation types described by Strauss and Howe (1991) are as follows: Generation Y are

Civics; Traditionalists are Adaptives; Baby Boomers are Idealists; and Generation X are

Reactives. Because according to the Strauss and Howe (1991) theory each generation

type will eventually repeat itself organizations can therefore formulate protocols to adapt

as each generation enters or exits the workforce. Organizations can better predict and

anticipate employee motivation and needs based upon the generational theory.

Participative, relationship or transformational, and contingency leadership

theories all have different qualities adaptable to for-profit academia. These theories also

reflect the generational differences among Baby Boomers, Generation X, and Generation

Y in terms of how they lead in for-profit academia.

Participative Theory

Group members are encouraged to participate, contribute and help the group

members feel more relevant and committed to the decision making process. The leader

retains the right to allow the input of others in participative theory.

Relationship or Transformational Theory

Another theory of leadership that focuses upon the connections formed between

leaders and followers is called relationship theory and is also called transformational

theory (Changing Minds, 2008). The performance of group members and having each

person fulfill his or her potential is what transformational leaders focus on. High ethical

and moral standards are usually what this type of transformational leader has.

Contingency Theory

A style of leadership that focuses on particular variables related to the

environment that might determine which particular style of leadership is best suited for

the situation is called a contingency style of leadership theory (Wagner, 2008). A number

of variables such as leadership style, qualities of the followers, and aspects of a situation

all play into how a leader develops and deals with each situation they are confronted

with. Contingency theory is similar to a situational theory in that there is an assumption

of no simple one right way (Changing Minds, 2008). The main difference is that

situational theory tends to focus more on the behaviors that the leader should adopt, given

situational factors often about follower behavior, whereas contingency theory takes a

broader view that includes contingent factors about leader capability and other variables

within the situation.

Review of the Critical Literature

Theme: Work Commitment and Work Attitudes

Wallace (2006) writes about a research study that focused on the generational

differences in work commitment and work attitudes of a specific professional group,

namely lawyers set out to answer two questions: Are Generation X lawyers less

committed to their work than Baby Boomer lawyers? Do the factors related to work

commitment differ for Generation X lawyers and Baby Boomer lawyers?

Wallace (2006) examined the work commitment and work attitudes among

lawyers which set out to empirically document the work attitudes and experiences of

Baby Boomers and Generation X lawyers. As the Baby Boomer generation ages and

retires it is the Generation Xers who will be expected to fill these positions but this

generation is much fewer in numbers than the preceding generation and they are assumed

to be more concerned about work life balance and quality of life. Different variables that

were used in this research study were (a) work commitment, (b) work effort, (c) earnings,

(d) work flexibility, (e) intrinsic rewards. Control variables consisted of: Sex, marital

status, parental status, met expectations, work setting, years practicing law. The sampling

was made up of individuals from law firms, corporations, and government.

After reviewing this study an individual might come up with the idea that

Generation X has many varied views regarding work commitments and habits in the

workplace no matter what your profession might be. Family comes first before job

requirements which are a lot different than the Baby Boomers.

A study by Davis, Pawlowski, Houston (2006) examines differences in work

commitments of Baby Boomers and Generation Xers in the information technology

profession within state agencies and universities. The purpose of this study was to

investigate the question of generational differences in work commitments of Baby

Boomers and Generation Xers. The work commitments examined include work

involvement, job involvement, work group attachment, organizational commitment and

professional commitment (Davis, Pawlowski, & Houston, 2006).

This study comes up with the idea that Generation X is so different than their

parents the Baby Boomers regarding work commitments in the workplace. Family will

most often come first before job requirements. Again, it apparently does not matter what

type of occupation the Generation X employee does.

Another study examined is by Gonzalez & Jane (2006) which is a quantitative

study using causal comparative design, in order to measure whether there has been a

generational decline in the work ethics in the American workforce as measured by the

Multidimensional Work Ethic Profile (MWEP). The sample consisted of individuals

employed in non clinical positions at a community hospital.

After reviewing this study one might think that the idea that Generation X in non

clinical positions are putting in only necessitated work commitments and habits in the

workplace as required by their job position. Once again the family commitment comes

first before job requirements which are a lot different than their predecessors the Baby

Boomers.

Bolton (2010) writes about how the workplace has four generations coexisting

with different value systems, which made it difficult for organizational leaders to meet

the career and motivational demands of a multigenerational workforce. The purpose of

this study was to fill the gap between organizational talent management strategies and

employee work needs. This quantitative descriptive study, based on Maslow’s hierarchy

of needs, focused on job security and job satisfaction between four generational cohorts.

The research questions addressed whether career motivation and career decision were

impacted by one’s generation. Data was collected from 2003 participants and categorized

into one of four generational cohort groups. Traditionals, 1900-1945, Baby Boomers

1946-1964, Generation X 1965-1980, Generation Y 1981-2000.

An important aspect of this study is how they used Maslow’s hierarchy of needs,

focusing on job security and job satisfaction between all four generational cohorts. What

is interesting here is how every generation has different ideas and needs on how to be

fulfilled in their career pursuits. The Traditionals and Baby Boomers put their careers

before family while the younger generation X and Y put families first.

A study conducted by Cennamo, & Gardner (2008) investigate differences

between three generational groups currently in the workforce Baby Boomers, Generation

X, and Generation Y, in work values, job satisfaction, affective organizational

commitment and intentions to leave. A total of 504 Auckland employees representing a

range of industries completed an online questionnaire. Generation X 57% was defined as

those born in 1965-1980, Baby Boomers 23% as defined as those born in 1946-1964,

Generation Y 17% was defined as those born in 1981-2000. The remaining 3% were born

in 1925-1945. The youngest groups placed more importance on status and freedom work

values than the oldest group. Additionally individual and organizational values showed a

trend toward reduced job satisfaction and organizational commitment, while turnover

increased across all three generational groups. The study was cross-sectional and based

on self-report data, limiting the reliability of the findings. Values are important in guiding

behavior and enhancing work motivation. Organizational values must be able to meet the

needs of different employees, and organizations need to clarify their work values and

expectations with staff.

What is an important part of this study is how job security and job satisfaction

among all three generational cohorts is no different wherever you reside in the world.

Ruddick (2009) in this study interviewed 17 participants and conducted focus

groups containing 12 different participants whom are categorized as Generation Y.

Interviews and focus groups addressed Generation Y’s needs and expectations of the

workplace, preferred communication practices, and desired leadership communication

practices in the workplace and how leaders can adjust behavioral communication patterns

for an emergent workforce.

The author Ruddick (2009) states that the study shows Generation Y’s conflicting

leadership communication patterns. They desire directive and consultative leadership

communication yet they want to be autonomous when working while still craving praise

and guidance. This paradox in desired leadership is a result of Generation Y’s

orientations and needs, which are much different than those of older generations. Due to

this paradox and the lack of responses from participants the question emerged: Is the

concept of leadership obsolete? This study found that leadership is wanted among

Generation Y. Leaders have to establish relationships founded in trust and adapt on a

situation by situation basis to successfully communicate with Generation Y.

In this study, one realizes just how different Generation Y is in the workplace.

Their amazing technology expertise makes them excellent communicators and problem

solvers. Generation Y with all of their information technology skills will need to be able

to interact with older generations in the workplace. Older generations such as

Traditionals and Baby Boomers will need to nurture this Generation Y, which often is

called computer whizzes for their computer and informational skills if they want to

continue in the workplace soon.

Bujak (2009) discusses how physician integration is becoming more critical in

healthcare organizations due to generational differences among physicians. The

differences in attitude and in value hierarchy among physicians of different generations is

so great that older physicians and younger physicians often fail to communicate. But

these obstacles can be removed through facilitated dialogue that builds trust and enhances

mutual understanding. Currently Traditionals, or Veterans 1925-1945, Baby Boomers

1946-1964, Generation X 1965-1980 make up most of today’s physicians. Traditionals,

or Veterans 1925-1945 physicians were born before the end of World War II, and for

them medicine is a vocational calling. Baby Boomers 1946-1964 physicians work with a

different motivation: the acquisition of material wealth. For Generation X 1965-1980

managing time and balancing life are primary values.

Trying to define a physician integration strategy with each generation in mind

can be difficult. The physician community is a complex matrix of different groups. In

addition to generational divides, there are differences related to gender, specialty,

personality and in attitudes between physicians loyal to a single healthcare organization

versus those who are splitters. While younger doctors are more willing to delegate and to

work in teams, the primacy of individual physician autonomy remains the transcendent

value in the physician community (Bujak, 2009).

The challenge in integrating physicians is there is no blueprint for success. In fact,

a healthcare organization may have to create multiple business models to accommodate

different sets of shared values. In addition, you have to get different generations

communicating so they can appreciate what each seeks and identify what they hold in

common. Once this is accomplished, they can restructure work to accommodate each

other's needs in pursuit of their common interest (Bujak, 2009).

An important piece of this study is how each generation focuses differently on job

security and job satisfaction. What is interesting is how each generation has different

ideas and needs on how to be fulfilled in their career pursuits no matter what the

profession is. The lack of communication is very evident to all these generations and will

need to be addressed if Traditionals and Baby Boomers hope to continue to work side by

side with their youthful counterparts from Generation X and Generation Y.

Perez (2005) discusses in this literature review about how contingent and non-

contingent leader reward behavior is a common occurrence among different generations

in the workplace. This leader behavior is examined on how it affects follower satisfaction

with pay, promotion opportunities, and satisfaction with supervision. A survey taken of

242 Science & Engineering employees from the Traditionals, Baby Boomers and

Generation X generations revealed that the contingent reward system did indeed

influence them.

This study shows how one might realize that the three generations discussed here

are no different in what contingent reward system drives them to be successful in the

workplace. What is an important aspect of this study is the relationship between a leader,

and follower is instrumental in the success of the organization.

A study by Fernandez (2010) reveals that Generation Y is entering the workplace

in large numbers and will be a force to be reckoned with in the years to come. Working

closely with Generation X in the business arena is starting to show many differences in

these two groups as far as work related performance and satisfaction goes. Major

differences between Generation Y and other generations seems to be in the areas of work

engagement, teamwork, and career development. The research survey used 290

employees from a large Silicon Valley technology company. Results showed Generation

Y was more engaged at work than Generation X, in addition Generation Y men were

more engaged in the work environment-repeat statement and also more content with their

careers than their female counterparts.

An example of their management of diversity is employee Robert Rodriguez,

Ph.D., who is Kaplan University's director of corporate learning. The position involves

conducting corporate workshops and seminars about Latino diversity in the workplace,

including sessions on recruiting and managing Latino talent, and utilizing Latino

employee resource groups. He also works with Kaplan University to identify Latino

nonprofit organizations for sponsorship opportunities (Kaplan, 2011). This is one of

many employees who are there to help manage diversity.

This study review shows just how different Generation Y is in the workplace.

Their amazing technology expertise makes them more engaged at work. After reviewing

this study one can note differences in generations do exist. Various research studies show

that generational differences are found in most types of environments providing an

educational opportunity for many organizations to understand their current workforce.

A quantitative research study written by Chan (2006) assesses the relationship

between generation-responsive leadership behaviors and job satisfaction among

Generation X and Y in the workplace. Results from the finding revealed that Generation

X perceived upper management and supervisors as transformational a theory of

leadership that focuses upon the connections formed between leaders (Changing Minds,

2008). The performance of group members and having each person fulfill his or her

potential is what transformational leaders focus on. High ethical and moral standards are

usually what this type of transformational leader has. An interesting finding revealed that

Generation Y has a lower job satisfaction and more likely to leave their job positions than

Generation X. Work-related values, beliefs, needs, aspirations, and expectations were

very different between these two generations.

The research findings mention that Transformational Leadership and Situational

Leadership is more generation-responsive, which would signify the direction leadership

should take into the 21 st century work environment. Situational Leadership theory makes

the assumption that a number of variables such as leadership style, qualities of the

followers, and aspects of a situation all play into how a leader develops and deals with

each situation they are confronted with (Changing Minds, 2008).

This study perceives how Generation X is so different than Generation Y

regarding work attitudes and commitments in the workplace. Family will most often

come first before job requirements for both generations. Apparently it doesn’t matter

what type of occupation that Generation X and Y employees have, so employers will

have to start and develop better ways on how to handle the work-related values, beliefs,

needs, aspirations, and expectations of these two generations for future success in

business.

Jones (2010) in this research discusses generational differences in corporate

loyalty in the manufacturing industry. An aging workforce in addition to declining

loyalties of employees is examined among Traditionals, 1900-1945, Baby Boomers 1946-

1964, Generation X 1965-1980, Generation Y 1981-2000. Four elements that seem to be

driving loyalty were (a) compensation, (b) benefits, (c) job security, (d) managerial

effectiveness. The results achieved indicated that differences are present in all

generations regarding corporate loyalty. The lowest level of loyalty was demonstrated by

Generation Y in addition they are the youngest and most recent to enter the

manufacturing industry. Management will need to recognize each generations strengths

and weakness and then devise a plan for training and understanding these unique

individuals that make all four generations in the workplace.

After reviewing this study one might agree with the idea that all four generations

discussed are so different in what they perceive as corporate loyalty in the workplace. An

important aspect of this study is how managers in the manufacturing environment need a

game plan in understanding and developing training in order to keep their workforce

from leaving their companies. What is interesting here is how every generation has

different ideas and needs on what constitutes corporate loyalty in their career pursuits.

Another study examined is by Rootes & Vincent (2010) about how the healthcare

industry will be experiencing workforce shortages soon due to retirement of individuals

from the Baby Boomer generation. What is emphasized in this study is the need for all

types of healthcare organizations, whether they are for profit or nonprofit to start putting

procedures into place for replacing and training new workers for the eventual

replacement of the exiting Baby Boomers.

This study shows how different Generation X and Generation Y is from their

elders the Baby Boomers regarding work commitments in the workplace. With the

impending exodus of retiring Baby Boomers healthcare organizations now have to go out

and seek Generation X and Y individuals in order to replace lost personnel. This will tax

leaders and managers on how to train and recruit these younger generations that dance to

the beat of a different drummer in business.

Gilliam (2010) in the research study discusses age and generation differences

concerning job satisfaction and work engagement among civilians employed by the

Department of Defense. With a large portion of civilians whom are Baby Boomers

leaving the DOD due to retirements many roles and responsibilities will need to be filled

by Generation X and Y soon. Federal managers must understand the key age and

generation-related differences in order to satisfy and engage these younger individuals

that now will be stepping into more leadership and management roles. The findings

reflected several differences due to age, maturity, or career stage rather than generational

cohort.

This research study shows how important it is nonprofit and for profit industries

to address viable solutions regarding leadership and management roles for Generation X

and Y in business.

Koenigsknecht (2002) writes about the changing workforce comprising of Baby

Boomers and Generation X in the workplace. Employee motivation and trust are the main

focus of this research. These two qualities are needed in order to attract and maintain

qualified employees in this day and age. The study looked at the trust elements such as

leadership, communication, and the work environment while the motivation factors

consisted of compensation, challenging work, and feeling valued. With a better

understanding of employee motivation this should lead to increased retention and

productivity in the business sector.

As one generation leaves and the younger generations step into leadership and

management roles there has to be a game plan by organizations in place in order to

motivate and retain these generations. They are unique in what drives them so leaders

have to understand what their needs are in the business world in order to continue to be

successful.

The summary and synthesis of the research and literature as presented on work

commitment and work attitudes supports the completed study. This research reveals the

different generational issues in leadership styles and practices that are apparent between

the Baby Boomers, Generation X, and Generation Y. The theme lays the foundation for

the proposed study and/or justifies the need for the proposed study by using quantitative

descriptive research and will continue to reveal any generational differences in leadership

styles and practices that are evident to continuing research on this subject.

Theme: Leadership Theory

Skyers (2006) writes about a research study that focused on the generational

differences in transformational leadership of a specific professional group, namely New

England community college presidents.

This study sets out to describe transformational leadership practices of New

England community college presidents and related these practices to select personal

variables such as age, gender, experience and institutional variables such as size,

percentage of enrolled minority students, location.

The Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003) was

utilized to collect data concerning transformational leadership practices of the 25

community college presidents who elected to participate in the study. The LPI defined the

five practices of exemplary leadership as (a) Model the Way, (b) Inspire a Shared Vision,

2006).

One can see how important it is that the performance level of these college

presidents would want to fulfill his or her potential as transformational leaders. High

ethical and moral standards are usually what this type of transformational leader has. The

Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003) is also the chosen

method of data gathering used by the researcher of this dissertation because of its ease of

use and reliability and analysis.

A study by Powell (2003) examines differences between Baby Boomers and

Generation Xers in leadership theory is how each group perceives effective leadership.

This study provides a review of Personality, Behavior, Contextual and Developmental

Schools of leadership theory. Differences between management and leadership are also

discussed. The study examines differences in leadership perceptions between the two

sexes. The study used the perceptual opinions, submitted in a written survey format

analyses and examines statistical differences within generations and their perceptions of

effective leadership (Powell, 2003).

Every generation has its own perceptions on how to lead and manage in corporate

society. With changes in leadership being felt across many organizations in America and

the world in leadership roles other factors are coming into play such as gender and

education that now will have to be accounted for.

Altieri (1995) writes about a descriptive correlation study on how hospital nurse

executives demonstrated transformational and transactional leadership style as perceived

by hospital nurse executives and staff nurses. The sample consisted of hospital nurse

executives and staff nurses. Transformational leadership was defined as a process where

leader and followers work together in a way that changes or transforms the organization,

the employees/followers, and the leader (Barling, Weber, & Kelloway, 1996).

Transactional leadership refers to leaders who generally work in a reciprocal fashion with

their associates, where they bargain and negotiate using rewards or power in order to

influence and create change (Kezar, & Eckel, 2008). Information used consisted of

transformational and transactional leadership qualities, staff nurse willingness to perform

extra effort, and staff nurse perception of nurse executive leadership effectiveness were

all measured using the Multifactor Leadership Questionnaires (Altieri, 1995).

Here you see how important it is that the performance level of these executives

would want to fulfill his or her potential as transformational leaders. High ethical and

moral standards are usually what this type of transformational leader has. Transactional

leadership refers to leaders who generally work in a reciprocal fashion with their

associates, where they bargain and negotiate using rewards or power in order to influence

and create change (Kezar, & Eckel, 2008). An individual can see how important both

transactional and transformational leadership qualities for these hospital nurse executives

would be considering the diverse populations of individuals that work for these

healthcare institutions.

Another study that is reviewed is by Joko (2009) discusses how martial arts is an

all encompassing discipline in which the teacher serves as a role model, guide, and

teacher. Black belt martial artists, especially the ones who teach, have a strong influence

on the younger generation which admires and respects their teachers. In this way martial

artists are leaders who have the power to positively influence future leaders of our

generation.

Despite this fact, there is limited research on how martial arts training might

contribute to the development of positive and effective leadership skills. Kouzes and

Posner (2003), developed The Leadership Practices Inventory (LPI-Self) which was

utilized to collect data concerning participants leadership practices of 145 Los Angeles

martial artists currently training and or/ instructing who elected to participate in the study.

The LPI defined the five practices of exemplary leadership as (a) Model the Way, (b)

Inspire a Shared Vision, (c) Challenge the Process, (d) Enable Others to Act, (e)

Encourage the Heart (Skyers, 2006).

Differences in leadership practices based on gender, age, style of martial art,

degree of black belt, and length of training were also analyzed.

The findings of the study indicated that there were only slight or no differences in

leadership practices of black belt martial artists compared to Kouzes and Posner norms of

the five key leadership practices. The study also revealed only small differences in

leadership practices based on gender, age, style of martial art, degree of black belt, and

length of training, as well. These findings imply that incorporating a leadership

development program as part of black belt training in order to increase positive

leadership practices so as to train future black belt leaders, could be beneficial (Joko,

2009).

The literature on this case study reveals how black belt martial artists show

exemplary leadership qualities in business society. Importantly is the performance level

of these black belts martial artists especially the ones who teach that have a strong

influence on the younger generation which admires and respects their teachers. In this

way, martial artists are leaders who have the power to positively influence future leaders.

This would fulfill his or her potential as transformational leaders and shows high ethical

and moral standards are usually what this type of transformational leader is. The

Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003) is also the chosen

method of data gathering used by the researcher of this dissertation because of its ease of

use and reliability and analysis.

Moore (2008) discusses how leadership styles can impact corporate effectiveness

within the United Way of America. Organizational revenues and expenditures often rely

on how effective a leader is in securing contributions and donations. Male and female

leaders from various locations within the United Way of America were used. Data was

provided by a self-administered survey that included the Multifactor Leadership

Questionnaire (MLQ; Avolio, & Bass, 2004). The survey results revealed that gender and

location indeed impact how good a leader is. Although the levels of organizational

effectiveness were comparable with male and female leadership, the range of leadership

behaviors and styles were considerably narrower for woman leaders.

Every generation has its own perceptions on how to lead and manage in the

United Way of America. With changes in leadership being felt across this organization in

America and the world other factors are coming into play such as gender, education, and

location that now will have to be accounted for.

This study features research done by Welsh (2010) on coach John Gagliardi, a

football coach who has the distinction of winning the most football games in collegiate

history. Mr. Gagliardi coaching prowess stretches across for six decades, including four

generations of athletes. The goal of this study was to examine what leadership traits this

coach has used over all these years. A multigenerational study was conducted with results

showing four leadership themes that were used by the coach (a) coaching efficacy, (b)

effective communication, (c) the professional will to win, (d) and empowerment. The

Revised Leadership Scale for Sport survey was used to gather information on leadership

characteristics and assist in the analysis of any emergent leadership themes captured from

the data collected.

This review on college football players by seeing how one person in this case

John Gagliardi a football coach, can inspire and take various football teams over six

decades with four different generations of athletes and consistently win and win over and

over again. What this coach has done proves that different generations can indeed work

together but one must understand and respect each one in order to be successful.

Elkow (2010) examines a research study on how the collegiate department

chairperson leadership can influence the context and delivery of online higher education.

Leadership concerns dealt with curriculum development, technological support for both

faculty and students budget constraints concerning web site development as well as the

addition of new courses and teachers. Another factor is the accreditation of online courses

for degree requirements. The study concluded with a need for balance between

administrator and student, leadership preparation, and degree proposals. Implications on

theory include leadership in online curriculum delivery, cost-recovery, technology,

cultural diversity, ethics and equity, as well as organizational change.

This study review on why collegiate department chairpersons are developing and

influencing online college teaching curriculum as well as support and needs of faculty

and student body in an online college environment. Chairperson will have to develop

better teaching goals and supports by gender, culture and program majors. More research

will be needed involving all the online students and faculty once data is gathered use this

information to improve and change the way courses are delivered and taught in the online

format.

McKenzie (2010) examines the leadership attributes of the presidents in the South

Carolina Technical College System. The Leadership Attribute Inventory was used to

identify and rank attributes needed for future leadership at their institution. The findings

in the study indicated that no significant differences exist between the self perception and

observed perception of leader attributes possessed by South Carolina Technical College

presidents. What was also agreed upon by the observers was that ethical, visionary, and

personal integrity are common attributes that all presidents need in governing a college

facility and that these are qualities needed for future presidents coming into the system.

What an individual sees here is that every generation has its own perceptions on

what attributes are needed in order to lead in academia. With changes in leadership due to

retirements being felt across the South Carolina Technical College System and with one

generation replacing another generation in presidential leadership roles other factors will

have to be accounted for. Younger generations such as Generation X and Y is now

immerging as the highest leaders in the collegiate system and with them, they bring new

methods and ideas on how to lead and manage.

This research study by Lummus (2010) discusses how there is a significant

nursing shortage in the United States. Additionally, the whole healthcare system needs to

be overhauled and is in need of reform. Historically nursing education dealing with

leadership has been very sparse with little leadership development. The study uses The

Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003) for investigation on

the perceptions of required characteristics for nurse leaders. Results showed a great

opportunity for nursing to take a whole new approach for developing and implementing

leadership training and development courses. Here again generational differences will

continue into play as an important part in future leadership direction that Generation X

and Y already is bringing different leadership and management techniques to the

workplace.

This review shows how important it is that the performance level of these nurse

leaders would want to fulfill his or her potential as leaders. As younger nurses from

Generation X and Y emerges into the healthcare industry the need for critical leadership

training is now more important than ever. The Leadership Practices Inventory (LPI-Self;

Kouzes & Posner, 2003) is also the chosen method of data gathering used by the

researcher of this dissertation because of its ease of use and reliability and analysis.

MacLean (2009) conducted this research starting out with questions about what is

leadership and why is there leadership instead none. Findings from this study revealed

that different theorists offer many variations when it comes to how leadership is defined.

Most writings about leadership focus on creating descriptions of human and

environmental relationships. In addition it is also revealed that relationships included in

general leadership theories and discussions are always hierarchical in nature. Analyses

suggest that increased knowledge of the leadership/follower shows the greatest potential

for controlling toxic leadership.

Here in this research one can see how important the leadership/follower roles are

in the business environment. These concepts of leader/follower relationships are now

more critical than ever with the emerging individuals from Generation X and Y stepping

up to management and leadership roles in the workplace.

This study features research done by Chernoff (2008) on workplace coaching and

developing leadership skills. Leadership theory suggests that developing a coaching

culture as well as utilizing coaching skills as a leadership strategy will increase employee

satisfaction and engagement. The author also writes about how workplace coaching has

evolved into a transformational humanistic leadership approach. The performance of

group members and having each person fulfill his or her potential is what

transformational leaders focus on. High ethical and moral standards are usually what this

type of transformational leader has. The study did, in fact, concur with workplace

coaching as a viable resource for contributing to the leadership skills of all participants in

this study.

This case study reveals how important a workplace coaching program can be in

this changing work environment. With the continuing evolvement of Generation X and Y

into the leadership roles now is the time for stepping up the training in developing a

coaching culture that will effectively address the younger generations in the workplace.

Another researcher by the name of Olson (2007) discusses the ethics of leadership

as applied to situational leadership. Situational theory is an assumption of no simple one

right way and tends to focus more on the behaviors that the leader should adopt, given

situational factors about follower behaviors (Changing Minds, 2008). The author

discusses the Sarbanes-Oxley Act and why it was passed because of a rash of unethical

scandals among all types of organizations, including for profit and nonprofit industries.

Dimitrova (2010) writes about how the Sarbanes-Oxley Act of 2002 (SOX) introduced

strict governance rules for public companies in the United States to prevent diversion of

resources by corporate insiders. Now more than ever ethical challenges to leadership in

this day and age needs to be scrutinized than any other time in history. With an

increasingly difficult economy driving companies to slash budgets and finances, there is a

need for more ethical leadership, especially with the incoming younger generations

coming into the workforce from Generation X and Y.

Looking at ethics in the workplace by leaders it is very important that new

generations of leadership embrace all forms of ethics in the work environment. Looking

at the history of ethics violations in corporate business over the past decades it was

inevitable that a crucial act such as Sarbanes-Oxley Act of 2002 (SOX) had to be

implemented. Ethics violations continue to this very day in the business arena perhaps

now is the time for more stringent controls to be implemented by the Federal

Government.

A research study written by Jones(2009) discusses executive leadership in church

related higher education. Many institutions require executive leaders to make decisions

almost daily about maintaining relationships in a way that preserves the values of the

university and still be part of a church based organization. Most presidents of religious

based universities have evolved over time, leaving less clarity and direction than ever

before about the role of executive leaders in church-related higher education. The most

important quality that is the driving force of executive leadership in church-related higher

education is one’s own character. Apparently a lapse in character judgment on any

critical matter can bring down even the most effective leader.

Other Church-related institutions remain deeply committed to their religious

affiliations and require students and faculty to affirm certain religious beliefs, practices

and beliefs. Additionally they often expect from their executive leadership attributes such

as values integrity humility and trust in their roles as leaders. The study utilized a

qualitative analysis and produced a theoretical model that helped to understand existing

causes in the system in addition to predicting future results on the system as a whole. The

results of the study indicated that primal leadership Goleman, Boyatzis, & McKee (2002)

was the most relevant existing leadership theory for understanding research results.

Primal Leadership recognizes that most organizations resist change. Most routines done

everyday provide a basis where most people carry out their professional jobs in a required

manner that tends to produce minimal resistance and stress (Goleman, Boyatzis, &

McKee 2002). A new leadership style often challenges this context and requires learning

in order to change. Goleman, Boyatzis, & McKee (2002) project a strategic priority that

the culture of the organization must be changed.

With the rise of younger generations into executive leadership positions in church

related higher education these universities will have to adapt and change how Generation

X and Y will develop and lead in these organizations. What these younger executives will

have to do is maintain ongoing relationships with the board of directors as well as faculty

and students in a way that preserves the values of the university and still be part of the

church based organization.

Black (2006) assesses transactional and transformational characteristics of Air

Force squadron commanders. Previous squadron leaders are investigated using Avolio, &

Bass (2004) Multifactor Leadership Questionaire (MLQ-5X) with open ended

questionnaires being distributed and used. In addition all current squadron commanders

were not examined due to identity protection and fear of consequences from outside

sources. The commander selection and training practices are reported on by using

interviews with various ranking personnel.

Transactional leadership refers to leaders who generally work in a reciprocal

fashion with their associates, where they bargain and negotiate using rewards or power in

order to influence and create change (Kezar, & Eckel, 2008). Transformational leadership

is a process where leader and followers work together in a way that changes or

transforms the organization, the employees/followers, and the leader (Barling, Weber, &

Kelloway, 1996).

Findings show how squadron commanders at Fairchild Air Force Base personnel

need to develop and start using transformational leadership skills. This study supports the

need for more transformational leadership in these commanders. Additionally various

research findings in multiple studies demonstrate positive outcomes on the use of

transformational leadership in the military.

Earlier in the case review it was defined what both theories are but even though

each has its pros and cons yet the Air Force or any military branch has yet to use

transformational leadership. Here the author of this research study recommends that more

research and development begin by the military on transitioning to a transformational

leadership soon. This will also affect younger generations such as Generation X and Y as

they assimilate to squadron leadership positions.

The summary and synthesis of the research and literature as presented on

leadership theory supports the proposed study by revealing the different generational

issues in leadership styles and practices that are apparent between the Baby Boomers,

Generation X, and Generation Y. The theme lays the foundation for the proposed study

and/or justifies the need for the proposed study by using descriptive research and will

continue to reveal any generational differences that are evident to continuing research on

this subject.

Theme: Cultural Diversity

Bishop (2004) writes about a research study that focused on the generational

differences in cohorts and cultural diversity of a specific professional group a multi

cultural group faith based mission organization. This study sets out to describe concerns

related to organizational change with a focus on leadership transition. Culture values

differences among generations may have implications related to leadership

conceptualization (Bishop, 2004). Semi structured interviews were conducted with thirty

eight leaders who work for a global university that is part of a multicultural faith based

mission organization. Eighteen different cultures classified in three distinct groups: North

America, Europe, and Australasia, and non Western (Bishop, 2004).

What this study reveals is how important culture differences are on top of all the

different generation of workers who are now in the workplace. Interestingly enough is

how no matter where you are globally that the issues seem to always be the same when

dealing with so many cultures in the work environment.

A study by Cordak (1996) examines differences between Baby Boomers and

Generation Xers in cultural diversity is a qualitative study of diversity management in

nonprofit women’s health care setting: Influences of race and class. Learning to manage a

diverse work force may be one of the greatest challenges to the survival of effective

healthcare in the 21ist century. The purpose of this study was to explain and describe how

race, class, and gender, and generation influence the organizational culture and delivery

of care (Cordak, 1996). The qualitative method utilized was a multi-site field study. Four

nonprofit women’s healthcare organizations, representing public and private sectors and

rural and urban settings were involved in this study. Semi structured interviewing

participant observation, and artifact collection were collected and analyzed (Cordak,

1996).

This study review shows how race, class, and gender, and generation influences

the organizational culture and delivery of care (Cordak, 1996). Leaders and organizations

need to step up and develop better interaction with all cultures entering in the workplace.

By solving and implementing better tools for helping cultures adapt into the business

arena, generational differences in culture, race, gender, will then help make companies a

much better place to be as well as profitable.

Another study by Kennedy (2008) examined generational diversity as a catalyst to

change. The purpose of this research was to gain knowledge and understanding of the

generational differences within Municipal Affairs and Housing (MAH) and examine how

these differences might be used to affect human resource policy change (Kennedy, 2008).

It is important to understand the unique attitudes, expectations and characteristics of each

generation and to examine whether current leadership practices and human resource

policies demonstrated an understanding of and sensitivity to each generation while

preserving the dignity of the organization (Kennedy, 2008). Each year the government

conducts a corporate employee survey of a cross section of employees at all levels. The

results of the survey are compiled at the corporate level and then broken down for each

ministry (Kennedy, 2008). Ministry executives are then able to compare how their

employees are responding to each question relative to the rest of the government.

Discovering the wants and needs of the different generations would help to identify

issues, concerns and suggestions for change (Kennedy, 2008).

This research study shows just how important generational diversity is in the

workplace. In this research study unique attitudes, expectations and characteristics are

examined for each generation while preserving the dignity of the organization. By

discovering what the wants and needs of all the different generations within each

department of the ministry is one can’t help but be encouraged by impending changes

that might come about from all this research.

A thesis research written by Dorset (2008) on personal accounts, experiences, and

the study of four generations Traditionals, or Veterans 1925-1945, Baby Boomers 1946-

1964, Generation X 1965-1980, Generation Y 1981-2000 in today’s workplace discusses

how the American workplace is facing challenges brought about by globalization,

diversity, and changing economies both inside the United States and outside of its

borders. Another major obstacle being faced in the modern workplace is the presence of

four interacting generations all having differing views in the workplace. Studies of the

American workplace have revealed that sociological complexities have arisen from

multiple generations at work in a global environment.

The eldest generation currently in the workplace, the Traditionals, or Veterans

1925-1945, are considered strong conservatives. Traditionalist or Veterans are often

changing careers instead of choosing the option of retirement. Their choices to stay in the

workplace are consequently eliminating or restricting opportunities for the younger

generations This is one of the newer consequences resulting from four generations in the

workplace and provides challenges for businesses (Dorset, 2008).

The next generation in the workplace is the Baby Boomers 1945-1963. This group

has similar traits as the Traditionalist but with added idealistic qualities. Boomers are

presently the strongest group in the workplace due to their seniority and sheer numbers in

the workplace. With this majority in place the Boomers have been able to influence

environments and markets. Boomers originally prioritized work over family as influenced

by their parents concern for survival during hard times. This has changed in recent years

with this group adopting higher values for their families (Dorset, 2008).

Dorset (2008) writes about the third generation in the workplace today,

Generation X 1964-1980, with their varying attitudes regarding work and family. The

differences between Xers and their elder counterparts are identifiable in matters regarding

their work practices, principles and priorities. This group promotes self-protection, self-

promotion, and self-determination in order to be successful without the defeat of others.

Many times this creates confusion in the workplace, with management experiencing the

strong independence of the Xers regarding work while feeling their commitment to

family. If Xers are provided the opportunity they offer critical thought processes often

thinking globally outside of the box which is often very creative and innovative. This is

the first generation to feel comfortable and understand information technology

The newest generation to enter the workforce is Generation Y who were born

between 1981-2000. Generation Y individuals are technology savvy, advanced, and

comfortable. They excel in an environment that promotes communication and group

equality in the workplace, even though this is considered unrealistic by other generations.

This generation sometimes called the Millennials have unforced qualities and abilities to

multitask. If they do not feel challenged in the workplace they move on to jobs providing

a challenge. Challenge provides personal growth to this group and a sense of belonging to

the organization with a purpose. They offer no regret or indecisiveness about

transitioning in new directions for work, including moving to new employers (Dorset,

2008).

Studies of the American workplace have revealed that sociological complexities

have arisen from multiple generations at work in a global environment. Another problem

is with this many generations working together in the work environment comes

challenges brought about by globalization, diversity, and changing economies both inside

the United States and outside of its borders. With all these issues being brought to the

table companies will need to address and solve these critical problems in order to

continue to be successful.

Omberg (2010) discusses a quantitative study used for researching

multigenerational diversity in the aerospace industry. Age diversity in the aerospace

industry spans across four generations consisting of Traditionals, or Veterans 1925-1945,

Baby Boomers 1946-1964, Generation X 1965-1980, Generation Y 1981-2000. A 20

item Likert scale survey was used and included variables such as age, gender, ethnicity,

which were incorporated in the online questionnaire. The survey revealed a positive

attitude toward diversity from all four generations with females showing a more positive

attitude toward diversity than males. Survey results will be used for future development

and reference in diversity training for various companies within the aerospace industry.

All generations learn differently and have common opinions, perspectives,

attitudes, that are unique to their age category. What needs to be learned here is how to

bridge all of these differences. By providing more understanding of different cultures

through diversity training companies should improve their profitability and turnover

ratios soon.

A case study by Carter-Steward (2010) is written about how Maslow’s hierarchy

of needs is used as a motivational theory for 21 st -century workers in a multigenerational

workforce. What is interesting here is that Abraham Maslow’s study never involved any

multigenerational workers. In addition no one motivational theory addresses a single

generation, also no one theory is known to be specific to all generations. The author goes

on to explain that managing a multigenerational workforce is not an easy task. What

managers need to accomplish is to be prepared to lead effectively and motivate

individuals across all generations in order to increase and sustain a more efficient level of

workplace performance. The study examined 25 individuals across four generations of

diverse individuals in the business arena.

Here leaders and organizations need to come forward and develop better

motivation sources because of so many different generations in the workplace. By

solving and implementing better tools for helping motivate cultures adapt into the

business arena. Generational differences in motivation will then help make companies a

much better place to be as well as profitable.

Madsen (2009) investigates in this research study the level of aggressive behavior

among Generation X and the Baby Boomers. One point that was of interest in the

quantitative sampling it was not the combination of gender and generational affiliation

that creates a high level of aggression, but rather the individual characteristics. Although

this analysis presented accurate and detailed research on aggression one would like to

have seen how this type of research could be done in the workplace arena. Due to the

increasing violence in the business work environment, a research study on how and why

violence is increasing in corporate business.

A person has to realize that with all the multi-generational people in the

workplace it’s no wonder that there are so many problems in corporations. Now with

violence playing an integral part of this corporate mesh of individuals now is the time for

human resources and management to step up and improve their cultural diversity training

techniques.

A research study done by Moreno (2006) investigates differences in female

attitudes towards sex across the Baby Boomers, Generation X, and Generation Y

generations. What was discovered was that people from each generation express different

attitudes some being conservative and some were more liberal. Some attitudes that

influenced these individuals were beliefs and values, family, cultural and religious views.

Another finding showed how the Baby Boomers were much more liberal in their sexual

encounters than Generation X or Y. Perhaps the conservatism of both the X and Y

generations was also due to the HIV aids crisis as well as an increase in sexually

transmitted diseases.

This research reveals how Baby Boomers are liberal while Generation X and Y is

very conservative on sexual attitudes. Even when discussing an extremely sensitive issue

such as sexual attitudes towards sex one finds that generational differences do exist no

matter what is being discussed or researched. Call it timing such as the case of the Baby

Boomers in the 1960’s and 1970’s or the conservative 1980’s and 1990’s and through

today in which sexually transmitted diseases took precedence in how Generation X and Y

viewed sexual attitudes.

Murphy (2001) in this research investigates how there are differences and

similarities in career values among Baby Boomers, Generation X and Traditionals. A

quantitative study was done using career values, which refer to the ideals and concepts of

importance to professionals in their careers rather than one specific job or work episode.

The author also mentions how demographics, life experiences, news, heroes, music,

sociology and early days in the workforce will affect how each generation experiences

career values. The literature suggests that behaviors of employees are driven by their

values, needs and motivations within the workplace. By trying to understand career

values employers can bring out the best in their employees and offer workers a better

understanding of organizational culture and reward structure where they will thrive.

Each generation career value is so different when you look at all the variables that

have influenced the Baby Boomers, Generation X and Traditionals. It’s amazing that any

of these generations lasted long enough to gather a retirement in corporate America. This

it is so important for organizations to revisit and look at how they can help promote

career satisfaction among all of these generations.

Dean (2008) discusses in this research study how cultural intelligence is helping

companies develop better culturally and nationally diverse teams. The researcher

employed a narrative research method to examine global leadership through a functional

leadership perspective and applied cultural methods and techniques that global leaders

endorse when forming culturally and nationally diverse teams-long sentence. The main

finding concurred with how global leaders use synergistic cultural strategy that applies

cultural intelligence to teamwork in a way that achieves team integration and shared

identity.

As society and business grow closer together more and more cultures will clash in

these organizations and will need a savvy leadership and management team to make them

comfortable and adaptable as well as productive. With Generation X and Y bringing

different attributes and ideas their needs and desires will have to be prioritized.

In this research by Morenas (2006) the author uses an exploratory study to

examine perceptions of racially/ethnically diverse faculty at urban elementary schools of

their leaders in relationship development. The study used interview data from a sample of

thirty four teachers from thirteen elementary schools in two public school districts and

one parochial school district in the Midwest.

The findings concurred with that European American principals were different

from African American principals in how they approach mentoring and motivation of

teachers in culturally diverse education settings. The findings in addition revealed that

some minority teachers felt that there are still stereotypical tendencies and biases, which

made some principals insensitive and inattentive to cultural needs.

These two generations bring so many different leadership techniques to the

workforce arena that perhaps they will be more sensitive to various racial and ethnic

issues in education. Perhaps moving into the twenty first century faculty and staff at these

culturally diverse schools will be better prepared due to the improved leadership that will

be provided by Generation X and Y.

Hallman (2010) writes about how the employment of multiple generations in the

same company has created a more information centered workplace thus creating an

increase in the frequency of contact between generational groups. The research examines

social generations and the complexities of inter generational relations with regard to age

segregation. Interviews were used featuring federal government employees. What the

author found was that while some differences do exist between multiple generations with

no major areas that cannot be bridged when it comes to communications of all these

groups. Additionally, with younger generations such as Generation X and Y entering the

workplace in greater numbers, they will bring to the table new communication venues

that are more complex and difficult for older generations to be able to adapt and use in

business. So older generations such as Baby Boomers and Traditionals will need to

change their ways, of how they communicate and interact with the next generation of

leaders in the work environment.

Reviewing this case shows the need for the Baby Boomers and Traditionals to

start using more modern day communication devices as the I-phone or any of the other

devices that Generation X and Y has grown up on. With these two groups assimilating to

upper leadership and management positions now is more important than ever for other

generational groups to step up and learn to communicate better in the business arena.

A research study done by Nesbit (2010) on multicultural elements related to

generational affiliation is discussed by the author using the constructivist ground theory

approach is used to study three generations in the workplace. The Baby Boomers,

Generation X, and Generation Y is studied by using focus groups in order to explore

values, beliefs, world views, and multiculturalism. Nine focus groups were used with

three from each generation. The author found the results from the research study to be in

accordance with the American Counseling Associations recommendation that more

counselors in multicultural be trained and educated in addition to incorporating this type

of training soon in all counseling training throughout the industry.

This case study emphasizes how cultural diversity should be a number one

priority in organizations of today. With an increasing number of diversified cultures in

the workplace leadership and management will have to be more innovative in what their

needs are. Another major problem is how Generation X and Y has different ideas on

leadership.

Another research study by Suckert (2009) focuses on generational differences in

values among Minnesota K-12 educational leaders. The purpose here was to compare the

ranking of values of Minnesota principals by generational workforce cohort. These

included Traditionalists, Baby Boomers, Generation X with Generation Y not being

represented in this study at all. According to the study, the demographics indicated that

the average school principal in Minnesota was male and 44 years old, with 11 years of

administrative experience working on average of 55 hours a week. It was interesting to

note that most elementary school principals are female with significant generational

differences in Terminal Values and Instrumental Values. The Rokeach Values Survey

used in this research study describes Terminal Values as desirable end-states of existence

and Instrumental Values as preferable modes of behavior (Rokeach, 1973).

This research shows just how different these generations perceive values. There

were two different sets used with results showing how male versus female and what

grade level of education leadership each principal provided were where differences come

out in the values' sets.

The summary and synthesis of the research and literature as presented on cultural

diversity supports the completed study. This research reveals the different generational

issues in leadership styles and practices that are apparent between the Baby Boomers,

Generation X, and Generation Y. The theme lays the foundation for the proposed study

and/or justifies the need for the proposed study by using quantitative descriptive research

and will continue to reveal any generational differences in leadership styles and practices

that are evident to continuing research on this subject.

Evaluation of Viable Research Designs

Evaluation designs were developed using the various state chapters of the Society

for Public Health Education. A survey designed by the researcher using a model provided

by an Internet-based company called SurveyMonkey uses questions from The Leadership

Practices Inventory (LPI-Self; Kouzes & Posner, 2003).

These questions measured generational differences in leadership styles and

practices among Baby Boomers, Generation X, and Generation Y in the (SOPHE).

Looking at the methods of measurement on the data collected, the consensus upon

reviewing the information would indicate that this survey captured data showing

appropriate differences in leadership styles and practices among Baby Boomers,

Generation X, and Generation Y in the various state chapters of the Society for Public

Health Education.

Chapter Summary

The themes support and justify the need for additional research on generational

differences in leadership styles and practices among Baby Boomers, Generation X, and

Generation Y in the various state chapters of the Society for Public Health Education.

This will be needed to show how there are ongoing issues in the public health education

sector, especially as Generation X, and Generation Y is assimilating into leadership

within the industry. There is a gap on this topic simply because of the lack of research on

generational issues in leadership styles and practices among Baby Boomers, Generation

X, and Generation Y that has been done on the various state chapters of the Society for

Public Health Education.

The need for more study on generational differences in leadership styles and

practices among the Baby Boomers, Generation X, and Generation Y in the various state

chapters of the Society for Public Health Education will be more critical as time moves

on. As one generation leaves, others are assimilating to leadership roles, with it comes

new challenges and responsibilities in the workplace that will need to be resolved.

Results of the completed study prompted further research that could lead to develop

improved counseling, educational, and professional work approaches for Generation X,

and Generation Y members in the public health education field.

CHAPTER 3. METHODOLOGY

Introduction

This study attempted to compare and contrast the differences among chapter

members from generation types Baby Boomers, Generation X, and Generation Y in the

various state chapters of the Society for Public Health Education that are causing

leadership issues in the public health education sector. Leaders have sought to understand

how to harness the talent, motivation, and leadership potential of their employees of

different generations and how to quell the potential conflict among them (Conger, 1998).

Results of the study might prompt further confirmatory research that will

eventually lead to develop appropriate counseling, educational, and professional work

approaches for Generation X and Generation Y in order to better fit into the public health

education sector. Dering (1998) discusses how highlighting some basic principles and

practices in leadership can enable one to become a more proficient leader and contribute

to the success of an organization.

Descriptive quantitative research is used to obtain information concerning the

current status of the phenomena to describe what is going on or what exists with respect

to variables or conditions in a situation, while focusing on providing an accurate

description of aspects of a particular area, usually best answered by quantitative methods

that collect statistically verifiable data (Watson Leeds, 2008). Creswell (2003) indicates

that a survey design provides a quantitative or numeric description of trends, attitudes, or

opinions of a population by studying a sample of that population. A descriptive study

makes no attempt to change behavior or conditions; you measure things as they are. The

use of surveys in this study will be a descriptive, correlational study design, in which the

researcher administers a close ended question instrument at one point in time to capture

the extent to which differences in one characteristic or variable are related to differences

in one or more other characteristics or variables of a particular phenomenon.

In this correlational study, the variables of interest are generational differences in

leadership styles and practices among Baby Boomers, Generation X, and Generation Y

from the various state chapters of the Society for Public Health Education. Once these are

assessed then the relationships between them are quantified and reported attempting to

show any significant generational differences in leadership styles and practices among

these three groups from the various state chapters of the Society for Public Health

Education in the public health education sector.

Researcher's Philosophy

Lincoln and Guba (1985) discuss the method of positive paradigm, which is used

in this research study that explores the differences in leadership practices among Baby

Boomers, Generation X, and Generation Y from the various state chapters of the Society

for Public Health Education. The epistemological assumption of this research study is

that generational differences in leadership styles and practices among chapter members

from the various state chapters of the Society for Public Health Education could be

gleaned from objective measures. These measures use a survey designed by the

researcher using a model provided by an Internet-based company called SurveyMonkey

incorporating questions from The Leadership Practices Inventory (LPI-Self; Kouzes &

Posner, 2003).

This survey is used to measure any generational differences in leadership styles

and practices among Baby Boomers, Generation X, and Generation Y from the various

state chapters of the Society for Public Health Education.

The authors Lincoln & Guba (1985), write about the positivist paradigm which is used in

this quantitative study and discusses (a) how the nature of reality is single, tangible, and

fragmentable, (b) the relationship of knower to the known are independent, a dualism, (c)

the possibility of generalization is time and context free generalizations (nomothetic

statements) that are possible, (d) the possibility of causal linkages is a real, temporally

precedent to or simultaneous with their effects, (e) the role of values in inquiry is value

free.

A series of questions written by Lincoln & Guba (1985) that are asked about this

research study are: What is known about the problem that will allow the researcher to

formulate and test a hypothesis? What concepts can be used to test the hypothesis? How

can the researcher operationally define these concepts? What scientific theory can explain

the data? How can the researcher interpret the results and report them in the language of

colleagues?

This quantitative research study will use objective, deductive, generalized, and

numbers to report on differences in leadership styles and practices between the Baby

Boomers, Generation X, and Generation Y from the various state chapters of the Society

for Public Health Education. Differences among the Baby Boomers, Generation X, and

Generation Y are often highlighted in everyday news stories. Today society has become

conditioned to believe that each generation is different than from its predecessors. The

researcher suspects that the generation of Baby Boomers, Generation X, and Generation

Y cannot exist in a vacuum; each one needs the experiences, learning and perspectives of

those in front and those behind. This study will attempt to prove through research that

generational differences in leadership practices does exist (Donkin, 2004).

Research Design Guide or Model

Research Questions

1. What ways do leadership practices compare and contrast between chapter

members in the Baby Boomer, Generation X, and Generation Y generations?

2. What types of leadership theory are most favorable to chapter members in the

Baby Boomer, Generation X, and Generation Y generations?

Hypotheses

HO1: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what way's leadership practices are compared and

contrasted.

HA1: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what way's leadership practices are compared and

contrasted.

HO2: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what types of leadership theory are most favorable.

HA2: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what types of leadership theory are most favorable.

Proving these hypotheses will yield recommendations that will enable the various

state chapters of the Society for Public Health Education to optimize their strategic

planning on how to handle generational differences in leadership styles and practices

among Baby Boomers, Generation X, and Generation Y.

Research Design Strategy

Leeds (2008) writes about how descriptive research is used to obtain information

concerning the current status of the phenomena to describe what is going on or what

exists with respect to variables or conditions in a situation. Focusing on providing an

accurate description of aspects of a particular area, this is usually best answered by

quantitative methods that collect rich descriptive data. Creswell (2003) indicates that a

survey design provides a quantitative or numeric description of trends, attitudes, or

opinions of a population by studying a sample of that population.

A descriptive study makes no attempt to change behavior or conditions; you

measure things as they are. Leedy & Ormrod (2004) discuss surveys that are

implemented in this study, which are descriptive and correlational in design. The

researcher administers a close ended question instrument at one point in time to capture

the extent to which differences in one characteristic or variable are related to differences

in one or more other characteristics or variables of a particular phenomenon. In this

correlational study, the variables of interest are generational differences in leadership

styles and practices among Baby Boomers, Generation X, and Generation Y, once these

are assessed then the relationships between them are determined.

The study includes the use of a quantitative cross-sectional survey research

approach. The population for the study consisted of 887 chapter members from the

various state chapters of the Society for Public Health Education, who are used to collect

scores from the five leadership practices on The Leadership Practices Inventory (LPI-

Self; Kouzes & Posner, 2003).

The questionnaire was given and administered to various participants by an

invitation via E-mail, which described the project as a study on generational issues on

leadership styles and practices. The independent variables are the three generations of

chapter members from the various state chapters of (SOPHE) and their perceptions of

leadership and theory. The dependent variables are the five transformational leadership

practices or behavioral attributes measured by the LPI: model the way, inspire a shared

vision, challenge the process, enable others to act, and encourage the heart. The scale of

measurement for the dependent variables was the LPI scores, which came from 30

behavioral questions and answers using a continuous Likert-type scale from 1 to 6 for each

question.

The data analysis included both descriptive and inferential statistics. Descriptive

statistics included the composite score for each of the five leadership practices, as well as

minimum, maximum, mean, standard deviation, and frequency. Inferential statistics

included paired sample t tests to examine the differences for the five dependent variables

from the various state chapter members of (SOPHE) and their perceptions of leadership

and theory.

The cross-sectional survey research design was appropriate for the study because

the method involves an examination of the attitudes and practices at one point in time and

recording data on current views (Creswell, 2004). Specifically, the study involved

examining the differences between participating various state chapter members of (SOPHE)

and self-perceptions of their leadership practices and theory using the five leadership

practices measured by the Kouzes and Posner (2003) LPI instrument.

Because the study did not include an attempt to control or manipulate the

variables, an experimental design was not appropriate. When compared with a correlation

research design, a cross-sectional survey design has some commonality. However, the

focus of cross-sectional survey research is more toward learning about a population and

less on relating variables or predicting outcomes, which is the focus of correlation

research (Creswell, 2004).

Sampling Design

The quantitative sampling is using chapter members from the various state

chapters of the Society for Public Health Education to evaluate generational differences

in leadership styles and practices among Baby Boomers, Generation X, and Generation

Y. To improve the results from the initial sampling survey the present survey results will

need to produce good statistics. However, if by chance due to the possible selection bias

on the choices of participants, another alternate study could be made. With the selection

of additional chapters in the public health education sector this could be more useful in

eliminating any type of bias by the population regarding generational differences in

leadership styles and practices.

The quantitative sampling included chapter members from the various state

chapters of the Society for Public Health Education and was voluntary. The questionnaire

was given and administered by an invitation via E-mail, which described the project as a

study on generational issues on leadership styles and practices. Fifty one participants

from the various state chapters of the Society for Public Health Education were obtained

after initial contact approval from SOPHE administrators asking them if a sampling could

be done.

Measures

A survey developed by the researcher incorporating a model provided by an

Internet-based company called SurveyMonkey using questions from material previously

developed in The Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003),

was used to measure any generational differences in leadership styles and practices

among Baby Boomers, Generation X, and Generation Y from the various state chapters

of the Society for Public Health Education.

Questions are developed and implemented using some data from the (LPI-Self)

survey and were initiated in the completed study by the researcher. Kouzes and Posner

(2003) developed the LPI with the intent on measuring various leadership behaviors (a)

challenging the process, (b) inspiring a vision, (c) enabling others to act, (d) modeling the

way, and (f) encouraging the heart.

When one looks at this method of measurement, the consensus upon reviewing

the data indicated that this survey did capture data showing appropriate differences in

leadership practices among the Baby Boomers, Generation X, and Generation Y from the

various state chapters of the Society for Public Health Education.

Data Collection Procedures

The data is collected through the use of a survey instrument developed by the

researcher from a model provided by an Internet-based company called SurveyMonkey

and uses questions from The Leadership Practices Inventory (LPI-Self; Kouzes & Posner,

2003).

Permission was obtained by this researcher for adapting The Leadership Practices

Inventory (LPI-Self; Kouzes & Posner, 2003) to the survey that was sent to various state

chapters of the Society for Public Health Education. The researcher used a representative

cross-section sampling of the population. A population of 887 individuals is used with a

sampling of 51 respondents coming from the various state chapters of the Society for

Public Health Education. The population of 887 is used to calculate the sample needed by

interjecting the 95 % confidence level into the equation, a sample of 268 individuals is

needed for the research study to be effective.

This sampling was used to evaluate generational differences in leadership styles

and practices among Baby Boomers, Generation X, and Generation Y from the various

state chapters of the Society for Public Health Education. The participants in the

quantitative sampling included participants coming from various state chapters of the

Society for Public Health Education and was voluntary.

An introduction and explanation via E-mail along with a disclaimer describing the

project as a study on generational differences in leadership styles and practices will be

attached to the enclosed survey questionnaire and will explain how choosing to

participate in the survey will automatically grant permission to the researcher. Final

approval and implementations was obtained after initial contacts with SOPHE

administrators at the various state chapters of the Society for Public Health Education

asking them if a sampling research study could be done involving their chapter members.

The Leadership Practices Inventory (LPI-Self)

Reliability refers to the extent to which an instrument contains measurement

errors that cause scores to differ for reasons unrelated to the respondent. The fewer errors

contained the more reliable the instrument. The LPI scales are generally above .80 on a

scale of 1.0 indicating that the LPI has strong internal reliability (Kouzes & Posner,

2003). Finally, reliability is enhanced when an instrument asks about a behavior more

than once. This means that a two-item scale is inherently more reliable than a one-item

scale. A three-item scale is more reliable than a two-item scale and so on. The LPI scales

contain six items or statements, for each of the five key leadership practices (Kouzes &

Posner, 2003).

Kouzes & Posner (2003) state that validity has to do with whether an instrument

truly measures what it is supposed to measure and whether its scores have meaning for a

respondent. The LPI has both face validity and predictive validity. Face validity means

that the results make sense to people. Predictive validity means that the results are

significantly correlated with various performance measures and can be used to make

predictions about leadership effectiveness (Kouzes & Posner, 2003).

Field Testing/Pilot Testing

A field test was performed to develop, adapt, or check the feasibility of

techniques, to determine the reliability of the measures, and or to calculate how big the

final sample needs to be (Hopkins, 2000). The field test had the same sampling procedure

and techniques as in the final study.

Data Analysis Procedures

The data is collected through the use of a survey instrument developed by the

researcher from a model provided by an Internet-based company called SurveyMonkey

and uses questions from The Leadership Practices Inventory (LPI-Self; Kouzes & Posner,

2003).

Permission was obtained by this researcher for using The Leadership Practices

Inventory (LPI-Self; Kouzes & Posner, 2003) The most commonly used descriptive

statistics for this study included means, standard deviations, frequency counts, and

percentages. A confidence level of 95% (p≤.05) was used to test the level of significance.

The Statistical Package for the Social Sciences (SPSS) Graduate Pack 20.0 for

Windows ®

was used for analyzing data obtained from the survey questionnaire. All data

from the survey was downloaded from a Microsoft ®

Excel spreadsheet and then

converted into statistical data for result's analysis to address the two research questions

and associated hypotheses. The SPSS package is a good first statistical package for

people wanting to perform quantitative research in social science because it is easy to

use. What this data analysis present are statistics showing generational differences in

leadership styles and practices between Baby Boomers, Generation X, and Generation Y

from the various state chapters of the Society for Public Health Education.

The survey was developed by the researcher from a model provided by an

Internet-based company called SurveyMonkey and uses questions incorporated into the

survey from material previously developed in The Leadership Practices Inventory (LPI-

Self; Kouzes & Posner, 2003). The survey itself took no more than 10 to 20 minutes to

complete. Fifty one respondents from the various state chapters of the Society for Public

Health Education were used for gathering data and analysis on generational differences in

leadership styles and practices.

Limitations of Methodology

A major limitation of the descriptive study is the inability to interview the

population and determine if there are directions beyond the survey that should be

researched. Additionally, the small response rate limited data provided.

Internal Validity

Internal validity deals with cause and effect. Attempts to blind study subjects to

the visability of the research approach and procedures are used (Downs & Black, 1998).

Statistical tests were used to assess the outcomes properly. A homogenous population is

used featuring respondents who come from the various state chapters of the Society for

Public Health Education. Most are leaders, managers, and workers coming from various

organizations in the public health sector throughout the nation.

External Validity

External validity refers to the generalizability of findings from a study, to what

populations, settings, conditions, etc. can the findings be generalized (Downs & Black,

1998). Random selection and proximal similarity will attempt to provide a wealth of data

about the degree of similarity between the various groups of people, places and times

involved in the research sample population.

Expected Findings

What this researcher found from this study is that there are differences in

leadership styles and practices among the various state chapters of the Society for Public

Health Education. How important these generational gaps in leadership styles and

practices among Baby Boomers, Generation X, and Generation Y in the public health

education sector such as management, administration, technology may not be revealed in

this study due to lack of sampling size.

Ethical Issues

Most ethical issues in research fall into one of four categories: protection from

harm, informed consent, right to privacy, and honesty with professional colleagues.

Protection from Harm. researchers should not expose research participants to

undue physical or psychological harm. As a general rule, the risk involved in

participating in a study should not be appreciably greater than the normal risks of day to

day living (Leedy, & Ormrod, 2004).

A statement by the researcher stated that no legal rights were waived by

participating in this study. No funds were set aside for compensation in the event of

harm. Any harm suffered because of this research project, should contact the Capella

Human Research Protections Office.

Informed Consent. research participants should be told the nature of the study to

be conducted and given the choice of either participating or not participating.

Furthermore, they should be told that, if they agree to participate, they have the right to

withdraw from the study any time. Any participation in a study should be strictly

voluntary (Leedy, & Ormrod, 2004).

The researcher addressed chapter members on completing an E-mail survey

created on leadership practices and how they are compared and contrasted between Baby

Boomers, Generation X, and Generation Y for members in the various state chapters of

the Society for Public Health Education. Finishing the survey proved consent was given

to participate.

Right to Privacy. any research study should respect a participant's right to

privacy. Under no circumstances should a research report, either oral or written, be

presented in such a way that others become aware of how a particular participant has

responded or behaved, unless the participant has specifically granted permission, in

writing (Leedy, & Ormrod, 2004).

A statement by the researcher explained about the study which showed no name

or identity revealed. In order to maintain ongoing confidentiality of records, the

researcher will store data in an offsite storage device such as a flash drive for a period of

seven years from publication of the dissertation. Data is then wiped out on the flash drive

and destroyed. The survey was accessed one time by all participants.

Honesty with Professional Colleagues. researchers must report their findings in

a complete and honest fashion, without misrepresenting what they have done or

intentionally misleading others about the nature of their findings. And under no

circumstances should a researcher fabricate data to support a particular conclusion, no

matter how seemingly noble that conclusion may be. Any use of another person’s ideas

and words demands full acknowledgement; otherwise, it construes plagiarism and

documentary theft. Honest researchers do not hesitate to acknowledge their indebtedness

to others (Leedy, & Ormrod, 2004).

All rights and protections afforded to human research participants in a statement

stating that nothing to pressure, coerce, or falsely entice chapter members. The researcher

was available to answer any questions and encouraged participants to ask additional

questions at any time during the survey.

Institutional Review Boards. in the United States, any college, university, or

research institution will have an institutional review board (IRB) that scrutinizes all

proposals for conducting human research under the auspices of the institution.

The research study was approved by Capella University's Institutional Review

Board 171046-3, effective from July 9, 2012 through July 9, 2013.

Finally, as an emerging researcher the biggest concern for ethical concerns in a

quantitative research project besides the participant’s confidentiality and security has got

to be any bias in regard to conflict of interest. Conflicts of interest can be individual or

institutional or both, depending upon the situation. The potential for a conflict of interest

exists whenever researchers have similar organizational interests, a stake in the outcome

of the research, or personal bias or when they expect direct or indirect financial benefits

from the product or idea being developed from the research. Left undetected and

unaddressed, these conflicts can impair professional judgment and may lead to an

increased risk of harm to the research participants.

Conclusion

Quantitative methodology was used implementing methods that collect

statistically verifiable data from a survey developed by the researcher incorporating a

model provided by an Internet-based company called SurveyMonkey using questions

from material previously developed in The Leadership Practices Inventory (LPI-Self;

Kouzes & Posner, 2003). Fifty one respondents from the various state chapters of the

Society for Public Health Education were used for gathering data and analysis on

leadership practices.

These tools allowed the survey of a small population of chapter members from the

various state chapters of the Society for Public Health Education to determine any

generational differences in leadership styles and practices among the Baby Boomers,

Generation X, and Generation Y. Thus by using information developed from this research

study the various state chapters of the Society for Public Health Education can start

understanding and improving on why these differences in leadership styles and practices

exist between these generations. Once solutions are implemented then these three

generations can start working together and become more efficient in how they are

providing leadership styles and practices in their respective industries.

Chapter 4 provides a review of the analytical rationale and procedures used in this

study, a description of the study sample, the process used to acquire data, and an analysis

of the data in relation to the two research questions. Results are obtained from various

state chapter members of the Society for Public Health Education, who were used for

gathering data and analysis on leadership practices who participated in this study.

CHAPTER 4. DATA COLLECTION AND ANALYSIS

Introduction

The purpose of this research study was to compare the differences between

chapter members from generation types (Baby Boomers, Generation X, and Generation

Y) on how they differentiate leadership styles and practices in the various state chapters

of the Society for Public Health Education. A population of 887 individuals is used with a

sampling of 51 (0.057%) completed responses coming from the Michigan, North

Carolina, Ohio, Illinois, New Jersey and Iowa state chapters of the Society for Public

Health Education. The population of 887 is used to calculate the sample needed by

interjecting a confidence level at 95% with a 5% margin of error into the equation. A

sample of 268 individuals is needed for the research study to be effective. However, with

51 responses, the study is not representative or generalizable to the population.

Conclusions should not be made, but these may only be findings of interest to be further

looked into.

This chapter will provide an analytical approach and procedures for analysis on

research of generational differences in leadership styles and practices among Baby

Boomers, Generation X, and Generation Y in the various state chapters of the Society for

Public Health Education. The acquisition of raw data from surveys and analysis of this

material and how it relates to the two research questions will also be presented.

Data for the research was collected from the various state chapters of the Society

for Public Health Education. It uses a survey designed by the researcher and implements

questions from The Leadership Practices Inventory (LPI-Self; Kouzes & Posner, 2003).

Permission was obtained by the researcher for adapting The Leadership Practices

Inventory (LPI-Self; Kouzes & Posner, 2003).

The questionnaire was given and administered to various participants by an

invitation via E-mail, which will describe the project as a study on generational issues on

leadership styles and practices. The independent variables are the three generations of

chapter members from the various state chapters of (SOPHE) and their perceptions of

leadership and theory. The dependent variables are the five transformational leadership

practices or behavioral attributes measured by the LPI: Modeling the Way, Inspiring a

Shared Vision, Challenge the Process, Enabling Others to Act, and Encouraging the

Heart. The scale of measurement for the dependent variables was the LPI scores, which

came from 30 behavioral questions and answers using a continuous Likert-type scale from

1 to 6 for each question.

Organization of Data Analysis

In formulating the research design for the current study, a means of identifying

the implementation of effective leadership practices was necessary. Kouzes & Posner

(2003) discovered that individuals who effectively and successfully demonstrated an

ability to guide others in growth and development followed similar paths and engaged in

five common leadership practices. These identified five practices have been shown to

correlate to transactional and transformational leadership attributes (Fields & Herold,

1997).

Correlation analysis is a common statistical procedure used in educational

research and the social sciences whose purpose is to describe the relationship between

two or more quantifiable variables (Goodwin & Leech, 2006; Sherry & Henson, 2005).

This method provides a means for organizing empirical data into a logical and

understandable framework. The primary purpose of the completed research study was to

identify the relationship between leadership styles and practices and chapter members

from the various state chapters of (SOPHE).

A quantitative design was appropriate as the survey instrument utilizes a Likert-

type scale to gather information identifying leadership styles and practices from chapter

members from the various state chapters of (SOPHE). Data from the LPI Self (Kouzes &

Posner, 2003) survey instrument consisted of ranked responses to 30 behavioral

statements covering each of the following five identified core leadership practices or

behavioral attributes cited by (Kouzes & Posner, 2003). They are as follows (a) Model

the Way, (b) Inspire a Shared Vision, (c) Challenge the Process, (d) Enable Others to Act,

and (e) Encourage the Heart.

Coded responses were grouped according to which of the five leadership practices

each statement reflected. The LPI survey used a 6-point Likert-type scale representing the

frequency in which each participant answered the questions: 1=Almost never, 2=Rarely,

3=Once in a while, 4=Sometimes, 5=Usually, 6=Almost always.

The Statistical Package for the Social Sciences (SPSS) Graduate Pack 20.0 for

Windows ®

was used for analyzing data obtained from the survey questionnaire. All data

from the survey was downloaded from a Microsoft ®

Excel spreadsheet and then

converted into statistical data for result's analysis to address the two research questions

and associated hypotheses. The SPSS package is a statistical package for performing

quantitative research in the social science field. What this data analysis presents are

statistics showing generational differences in leadership styles and practices between

Baby Boomers, Generation X, and Generation Y from the various state chapters of the

Society for Public Health Education. Fifty one completed responses were received from

the Michigan, North Carolina, Ohio, Illinois, New Jersey and Iowa state chapters of the

Society for Public Health Education.

Presentation of Descriptive Characteristics of Respondents

Detail of the demographics of all the participants is shown in the list of figures

number 1. Fifty one completed responses were received from the Michigan, North

Carolina, Ohio, Illinois, New Jersey and Iowa state chapters of the Society for Public

Health Education. Of the 887 members, 51(0.057%) completed responses were received.

A majority of respondents was 45 females, (88.24%), versus 6 males (11.76%). The

majority of the responses 21 (41.18%) came from respondents in the nonprofit field; with

another 11 (21.57%) coming from health care; in addition, 14 participants (27.45%) came

from the education field; with the balance of 5 (9.80%) coming from government and for-

profit organizations. Baby Boomers represented the bulk of the survey participants at 24

(47.06%); Generation X had 16 (31.37%); with Generation Y completing the survey with

11 individuals (21.57%). The majority of participants have expertise from the education

sector numbering 35 (68.63%); other fields of expertise comprised of administrative 4

(7.84%); management 5 (9.80%); various others 7 (13.73%). The distribution of

demographic characteristics is shown in the list of figures number 1. It summarizes the

results of this analysis.

A total of 19 chapters were contacted on two different occasions. Six chapters

participated in the survey with the remaining chapters refusing because of a non

participatory policy on surveys or time constraints with board approvals. The time of year

being in December with the holidays around the corner made for difficulties also.

In the current study, the intent was to focus on the various state chapter members

of (SOPHE) as a reflection of their values, beliefs, attitudes, and behaviors and evaluate

the relationship to the research questions. The distinction between behaviors and

practices is the frequency of an activity. Practices are those behaviors that are repeated

and that generally reflect underlying beliefs and attitudes. The five leadership practices

were the dependent variables. Six questions in each category were scored on a 1-6 Likert-

type scale. The scores on the LPI reflected the leadership practice, and they were used as

the basis of comparison to the independent variables' generation, gender, expertise,

industry.

Research Questions and Associated Hypotheses

Proving these hypotheses will yield recommendations that will enable the various

state chapters of the Society for Public Health Education to optimize their strategic

planning on how to handle generational differences in leadership styles and practices.

Fifty one chapter members completed responses, which were received from the

Michigan, North Carolina, Ohio, Illinois, New Jersey and Iowa state chapters of the

Society for Public Health Education. Due to the small sample size, conclusions should

not be made but these may only be findings of interest to be further looked into.

Research Questions

1. What ways do leadership practices compare and contrast between chapter

members in the Baby Boomer, Generation X, and Generation Y generations?

2. What types of leadership theory are most favorable to chapter members in the

Baby Boomer, Generation X, and Generation Y generations?

Hypotheses

HO1: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what way's leadership practices are compared and

contrasted.

HA1: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what way's leadership practices are compared and

contrasted.

HO2: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what types of leadership theory are most favorable.

HA2: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what types of leadership theory are most favorable.

Analysis of Data

Kouzes and Posner’s LPI Self Kouzes & Posner (2003) survey instrument

provided the basis for addressing the two research questions and their associated

hypotheses. The LPI Self Kouzes & Posner (2003) survey instrument is used as the

dependent variables while the chapter members in the X, Y, and Baby Boomer

generations are used as the independent variables. The results of the LPI Self Kouzes &

Posner (2003) survey instrument for the chapter members in the X, Y, and Baby Boomer

generations is shown in the list of figures numbers 1through 8.

The list of figures number 3 LPI Survey Results of Challenging the Process

(CTP) revealed questions 4 and 5 were the high and the low. Question 4 had the highest

percentage at 19.03% and stated “I ask what can we learn when things do not go as

expected”. Question 5 had the lowest percentage at 14.95% and stated “I experiment

and take risks even where there is a chance of failure”.

Leader's search for opportunities to change the status quo. They look for

innovative ways to improve their organizations. They experiment and take risks. And

because risk taking involves mistakes and failure, leaders accept the inevitable

disappointment as learning opportunities (Kouzes & Posner, 2003).

List of figures number 4 LPI Survey Results of Inspiring a Shared Vision (IASV)

revealed questions 6 and 3 were the high and the low. Question 6 had the highest

percentage at 18.93% and stated “I speak with genuine conviction about the higher

meaning and purpose of our work”. Question 3 had the lowest percentage at 15.19%

and stated “I appeal to others to share an exciting dream of the future”.

Leaders passionately believe that they can make a difference. They envision the

future, creating ideal and unique images of what the organization can become. Through

their magnetism and quiet persuasion, leaders enlist others in their dreams. They

breathe life into visions and get people to see the exciting possibilities of the future

(Kouzes & Posner, 2003).

LPI Survey Results of Enabling Others to Act (EOTA) list of figures number 5

revealed questions 3 and 4 and 5 were the high, and the lows. Question 3 had the

highest percentage at 17.67% and stated “I treat others with dignity and respect”.

Question 4 had the lowest percentage at 15.80% and stated “I support the decisions that

people make on their own”. Question 5 also had the lowest percentage at 15.80% and

stated “I give people a great deal of freedom and choice in deciding how to do their

work”.

Leaders foster collaboration and build spirited teams. They actively involve

others. Leaders understand that mutual respect is what sustains extraordinary efforts;

they strive to create an atmosphere of trust and human dignity. They strengthen others,

making each person feel capable and powerful (Kouzes & Posner, 2003).

Results of Modeling the Way (MTW) list of figures number 6 revealed questions

3 and 2 were the high and the low. Question 3 had the highest percentage at 18.08%

and stated “I follow through on the promises and commitments that I make”. Question

2 had the lowest percentage at 14.81% and stated “I spend time and energy on making

certain that the people I work with adhere to the principles and standards that we have

agreed on”.

Leaders establish values about how constituents, colleagues, and customers

ought to be treated. They create standards of excellence and then set an example for

others to follow. Because complex change can overwhelm people and stifle action,

leaders plan milestones to reach along the way so that others can achieve small wins.

They unravel bureaucracy, put up signposts, and create opportunities for victory

(Kouzes & Posner, 2003).

The list of figures number 7 LPI Survey Results of Encouraging the Heart (ETH)

revealed questions 1 and 3 were the high and the low. Question 1 had the highest

percentage at 18.20% and stated “I praise people for a job well done”. Question 3 had

the lowest percentage at 15.00% and stated “I make sure that people are creatively

rewarded for their contributions to the success of our projects”.

Getting extraordinary things done in organizations is hard work. To keep hope

and determination alive, leaders recognize contributions that individuals make in the

climb to the top and because the members of every winning team need to share in the

rewards of their efforts, leaders celebrate accomplishments. They make people feel like

heroes (Kouzes & Posner, 2003).

Enabling Others to Act (EOTA) list of figures number 8 showed that had the

highest number of responses with a number of 1703 out of a possible 1836. This is

calculated by 51 respondents times 36, which are the maximum number to be scored on

questions 1-6. In addition, these scores were in 90 th

percentile range of the (Kouzes &

Posner, 2003) fact sheet.

Inspiring a Shared Vision (IASV) list of figures number 8 showed the lowest

number of responses with a number of 1442 out of a possible 1836. This is calculated by

51 repondents times 36, which is the maximum number to be scored on questions 1-6. In

addition, these scores were in 79 th

percentile range of the (Kouzes & Posner, 2003) fact

sheet.

Another schedule list of figures number 8 showed that Enabling Others to Act

(EOTA) had the highest average number coming at 33.39 out of a maximum of 36. List

of figures number 8 showed that Inspiring a Shared Vision (IASV) had the lowest average

number coming at 28.27 out of a maximum of 36.

Analysis of Research Question 1

The first research question was designed to explore the correlation between

chapter members in the X, Y, and Baby Boomer generations, expertise, and industry,

which are the independent variables. The dependent variables from each specific

leadership were obtained from behavioral attributes determined by responses to the LPI

Self Kouzes (2003) survey instrument. They were then statistically compared with the

three generations performance rankings in order to retain or reject the null hypothesis.

Research question1 uses the Pearson product-moment correlation coefficient, or

Pearson’s r, correlation test for analysis and provides an indication of the degree of linear

relationship between two variables (Triola, 2001). The correlation coefficient is a

statistical process which discovers relationships among different variables. Nardi (2003)

writes that the Pearson’s r, ranges in value from +1 to –1, which indicates a perfect

relationship. A number close to either +1 to –1(e.g., +.89 or -.76 indicates a strong

correlation. The two variables are closely related, so knowing the level of one variable

allows us to predict the level of the other variable with considerable accuracy (Leedy, &

Ormrod, 2004).

In this analysis, the dependent variables consisted of the five leadership behaviors

measured by Kouzes and Posner’s LPI Self Kouzes & Posner (2003) survey instrument

(a) Model the Way, (b) Inspire a Shared Vision, (c) Challenge the Process, (d) Enable

Others to Act, and (e) Encourage the Heart. The Pearson product-moment correlation

coefficient, or Pearson’s r, provides a measure of the strength of the linear association

between two variables (Triola, 2001). The correlation coefficient varies between positive

one and negative one (-1.0 ≤ r ≤ 1.0) indicating a correspondingly positive or negative

relationship; as r approaches the positive or negative limit, the strength of the correlation

becomes greater (Nardi, 2003).

The overall relationship between leadership attributes was determined by

responses to Kouzes and Posner’s LPI Self Kouzes & Posner (2003) survey instrument.

Chapter members in the X, Y, and Baby Boomer generations the independent variable

responded with information that was calculated using the Pearson’s r method using

behavioral component attribute scores from LPI responses. A confidence level of 95%

(p≤.05) was used to determine significance. Results are shown in the list of tables 12.

There were some significant correlations, which existed between members of the

Society for Public Health Education performance as measured by the results of the

transactional and transformational leadership attributes indicated by the sum of chapter

member scores in list of tables 12. The Pearson product moment coefficient ranged from

correlations of 0.00 For Inspire a Shared Vision attribute to 0.78 for Challenge the

Process attribute. Most correlations in this analysis are statistically significant at a level

of p ≤ .05. This suggests that a positive relationship of leadership attributes exist between

chapter members in the X, Y, and Baby Boomer generations, expertise, and industry,

which are the independent variables. Similarly, there are no significant correlations

between the generation-independent variable for Challenge the Process p ≤ 0.00, Enable

Others to Act p ≤ 0.00; Industry- independent variable for Inspire a Shared Vision p ≤

0.00, Enable Others to Act p ≤ 0.00; Expertise- independent variable for Enable Others to

Act p ≤ 0.00, Sum of Scores p ≤ 0.00.

Results of hypothesis testing

HO1: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what ways leadership practices are compared and

contrasted.

HA1: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what ways leadership practices are compared and

contrasted.

The first hypothesis HO1: It stated there is no significant correlation between

chapter members in the X, Y, and Baby Boomer generations on what ways leadership

practices are compared and contrasted. Similarly, there are no significant correlations

between the generation-independent variable for Challenge the Process p ≤ 0.00, Enable

Others to Act p ≤ 0.00; Industry- independent variable for Inspire a Shared Vision p ≤

0.00, Enable Others to Act p ≤ 0.00; Expertise- independent variable for Enable Others to

Act p ≤ 0.00, Sum of Scores p ≤ 0.00. Thus with no statistically significant performance

measurement correlations respective of chapter member leadership behavioral attributes

found at the p ≤ .05. level the first hypothesis, HO1, is rejected.

The second hypothesis HA1: It stated there is a significant correlation between

chapter members in the X, Y, and Baby Boomer generations on what way's leadership

practices are compared and contrasted. Computed data from the list of tables 12 LPI

Correlations Pearson’s r test revealed significant positive relationships between chapter

members in the X, Y, and Baby Boomer generations, expertise, and industry, which are

the independent variables. There are significant performance measurement correlations

respective of chapter member leadership behavioral attributes found at the p ≤ .05. level

the second hypothesis, HA1, is not rejected.

Analysis of Research Question 2

The second research question was designed to address what were the most

favorable types of leadership theory between chapter members in the X, Y, and Baby

Boomer generations. The independent variables are generation types, expertise, and

industry and were compared with the five leadership practices or dependent variables as

identified by and assessed in the LPI Self (Kouzes & Posner, 2003). They were then

statistically compared with the three generations performance rankings in order to retain

or reject the null hypothesis.

Research question 2 uses the Analysis of variance (ANOVA) is used to look for

differences among three or more means by comparing the variances (s²) both within and

across groups. If an (ANOVA) yields a significant result (i.e., a significant value for F),

follow-up is needed to compare all various pairs of means (Leedy, & Ormrod, 2004).

Friedman’s two-way analysis of variance (ANOVA) by ranks is a nonparametric test for

testing the difference between several related samples (Conover, 1999). The dependent

variables in this analysis consisted of five leadership behaviors measured by Kouzes and

Posner’s LPI Self Kouzes & Posner (2003) survey instrument (a) Model the Way, (b)

Inspire a Shared Vision, (c) Challenge the Process, (d) Enable Others to Act, and (e)

Encourage the Heart. The overall relationship between leadership attributes was

determined by responses to Kouzes and Posner’s LPI Self Kouzes & Posner (2003)

survey instrument. Chapter members in the X, Y, and Baby Boomer generations the

independent variable responded with information that was calculated using results that

are shown in the list of tables 13.

Results of hypothesis testing.

HO2: There is no significant correlation between chapter members in the X, Y,

and Baby Boomer generations on what types of leadership theory are most favorable.

HA2: There is a significant correlation between chapter members in the X, Y, and

Baby Boomer generations on what types of leadership theory are most favorable.

The first hypothesis HO2: It stated there is no significant correlation between

chapter members in the X, Y, and Baby Boomer generations on what types of leadership

theory are most favorable. Thus with no statistically significant performance

measurement correlations respective of chapter member leadership behavioral attributes

found at the p ≤ .05. level the first hypothesis, HO2, is rejected.

The second hypothesis HA2: It stated there is a significant correlation between

chapter members in the X, Y, and Baby Boomer generations on what types of leadership

theory are most favorable. Findings showed significant performance measurement

correlations respective of chapter member leadership behavioral attributes found at the p

≤ .05. level the second hypothesis, thus HA2, is not rejected.

Summary

The purpose of Chapter 4 was to review the analytical rationale and procedures

used in the quantitative, descriptive correlation research study and detail the process used

to acquire the data and analyze information obtained relating to the two research

questions. Kouzes and Posner’s LPI Self (Kouzes & Posner, 2003) survey instrument

provided the basis for addressing the two research questions and their associated

hypotheses. The LPI Self Kouzes & Posner (2003) survey instrument is used as the

dependent variables while the chapter members in the X, Y, and Baby Boomer

generations are used as the independent variables. The results of the LPI Self (Kouzes &

Posner, 2003) survey instrument for the chapter members in the X, Y, and Baby Boomer

generations is shown in the list of figures numbers 1through 8.

In formulating the research design for the current study, a means of identifying

the implementation of effective leadership practices was necessary. Kouzes & Posner

(2003) discovered that individuals who effectively and successfully demonstrated an

ability to guide others in growth and development followed similar paths and engaged in

five common leadership practices. These identified five practices have been shown to

correlate to transactional and transformational leadership attributes (Fields & Herold,

1997).

Research question1 uses the Pearson product-moment correlation coefficient, or

Pearson’s r, correlation test for analysis and provides an indication of the degree of linear

relationship between two variables (Triola, 2001). The Pearson product moment

coefficient ranged from correlations of 0.00 For Inspire a Shared Vision attribute to 0.78

for Challenge the Process attribute. Most correlations in this analysis are statistically

significant at a level of p ≤ .05. This suggests that a positive relationship of leadership

attributes exist between chapter members in the X, Y, and Baby Boomer generations,

expertise, and industry, which are the independent variables.