The Impact of Technology and Social Constructs on Workplace and School Behaviors Across Four Generations

Collin College

Morgan L. McJunkin

Dr. Michael W. Smart, Ph.D.

© by Morgan L. McJunkin, Dr. Michael W. Smart, Ph.D

2024

ALL RIGHTS RESERVED

Abstract

This study delves into the intricate interplay of technology and social constructs, exploring their impact on the behaviors of individuals in both workplace and educational settings across four distinct generational cohorts: Baby Boomers, Generation X, Millennials, and Generation Z. The primary objective of this research is to gain a comprehensive understanding of how social constructs and technology intersect to influence behavior within multigenerational environments, encompassing an analysis of attitudes, motivations, and behaviors across different age groups. The researcher employed a qualitative descriptive method, as this study seeks to unravel the complex dynamics between technology, social constructs, and generational attitudes. The implications of this research hold substantial significance for employers and educators striving to foster inclusive and productive environments within multigenerational workforces. By acknowledging and accommodating the unique values, perspectives, and expectations of diverse generational groups, institutions can facilitate effective communication and collaboration among students. Furthermore, this study underscores the pivotal role of technology in contemporary settings, emphasizing the imperative for academics and organizations to embrace pertinent technologies that cater to the diverse needs and preferences of generational cohorts. The findings underscore that organizations proactively addressing generational disparities and integrating technology into the workplace are better positioned to thrive in today's fast-paced, technology-driven economy. This study contributes significantly to the scientific comprehension of generational diversity within workplace and classroom environments. The implications of this study are particularly pertinent for schools and organizations aiming to competitively navigate the contemporary economy by cultivating inclusive environments that harness the full potential of individuals through culture and pedagogy.

Keywords: Technology, generational divide, generational cohorts, social constructs, workplace behavior, social media in generations, generational learning, multigenerational workforce.

Contents

The Impact of Social Constructs on Workplace Behaviors of Four Generations 6

Introduction and Background of the Study 7

Definitions 12

Research Questions 15

Theoretical foundations 16

Literature Review 17

Theoretical Foundations 17

Generational Technology Use (RQ1) 22

Importance of Understanding Social Constructs (RQ2) 36

Behavioral Implications of Technological Advancements (RQ3) 40

Collaboration and Teamwork (RQ4) 47

Need for Adaptation (RQ5) 50

Discussion and Conclusion 54

Implications for Further Research 58

References 62

The Impact of Social Constructs on Workplace Behaviors of Four Generations.

The contemporary landscape of workplaces and educational institutions has undergone profound transformations, propelled mainly by the rapid evolution of technology and the shifting dynamics of social constructs. With the convergence of four distinct generations within the workforce and educational settings, it becomes imperative to comprehend the ramifications of these changes in behaviors across generations. Notably, this marks the first instance in history where all four generations coexist in the workforce simultaneously, underscoring the paramount relevance and significance of addressing this multifaceted issue (Coates, 2007).

The research explores the impact of technology and social constructs on workplace and school behaviors across the baby boomer, generation X, millennial, and Generation Z cohorts to solve the research problem,

Given that technology is an integrated phenomenon, it is unknown how GenZ can collaborate with and draw from past generational knowledge to transform former constructs into 21st-century approaches to actualization.

The primary objective is to gain deeper insights into how different generations perceive and engage with technology, the impact of social constructs on workplace and school behaviors, and the intricate interplay of these factors in shaping the experiences of each generation.

The study will draw deductively upon existing literature, incorporating Mannheim's (1952) sociological theory of generations to scrutinize generational disparities. Furthermore, it will explore the role of technology, communication, and collaboration, leveraging insights from the works of Oh and Reeves (2014) and Berkup (2014) on managing intergenerational dynamics in the business world. This study will draw inductively on the descriptions of those students who have experienced the conditions of generational diversity at Collin College in Texas, USA.

This literature review will explore several pivotal themes of effective communication and collaboration in the workplace and educational setting. The four themes are (a) the importance of social constructs, (b) generational differences, (c) a need for adaptation, and (d) technology's role in communication and collaboration.

Moreover, the study aims to identify strategic themes that could serve as focal points for further development practices essential for comprehending generational diversity within strategic human resource management (Amayah & Gedro, 2014; Berkup, 2014).

This study's findings will contribute to scientific growth by understanding how technology and social constructs affect workplace and school behaviors across generations. This knowledge, in turn, can inform strategies to manage a multi-generational workforce and educational institutions effectively. The study aspires to foster effective communication and collaboration across generations, fostering a more productive and harmonious workplace and educational environment.

Introduction and Background of the Study

Generational disparities in the workplace and education have garnered substantial attention from employers, educators, and scholars in recent years (Amayah & Gedro, 2014; Bennett et al., 2008; Coates, 2007; Lewis & Wescott, 2017). The distinct worldview of each generation significantly influences their behaviors, interactions, and self-perception (Kurmanova et al., 2022). Understanding these differences is imperative for the effective functioning of businesses and classrooms. Moreover, the advent of technology has introduced new communication channels and social norms, particularly impacting younger generations, further complicating the dynamics of generational differences (Oh & Reeves, 2014; Berkup, 2014).

One of the most significant generational differences is the divide between generations of the (a) baby boomers, (b) generation X, (c) millennials, and (d) Generation Z. Each generation has grown up in a different historical context, which has had a profound impact on their values and attitudes toward work, education, and society (Mannheim, 1952). For example, the baby boomers grew up in a historical context of post-World War II economic growth, affluence, and social change. This era shifted towards more significant gender and racial equality and the emergence of youth culture, rock and roll music, and political activism. As a result, baby boomers tend to place a high value on individualism, self-expression, and social justice. They also tend to have a strong work ethic and prefer traditional hierarchical organizational structures. These values and attitudes have shaped their approach to work, education, and society and have continued to influence their behavior and beliefs as they have aged (Perilus, 2020).

Generation X experienced significant social and economic changes in the 1980s and 1990s, such as the rise of neoliberalism, the emergence of technology, and the shift towards a knowledge-based economy (Berkup, 2014). The knowledge-based psychological tendency of Generation Z has led to a greater emphasis on individualism and self-reliance among Generation X, as well as a desire for work-life balance (Berkup, 2014). Similarly, Millennials grew up in the wake of the Great Recession and the September 11 terrorist attacks, which has led to a greater emphasis on job security, work-life balance, and social responsibility (Dimock, n.d.). On the other hand, Generation Z has grown up in a hyperconnected digital world and has been exposed to social media and the internet from an early age (Newell, 2022). These youth are hyperconnected and psychologically dependent on technology as an enabling tool (Kurmanova et al., 2022). This connectivity has increased the emphasis on digital literacy, creativity, and social justice (Newell, 2022).

Understanding these different generations' values, attitudes, and expectations is crucial for effective management and collaboration in the workplace and education (Lewis & Wescott, 2017a; Perilus, 2020a). Employers and educators must acknowledge each generation's unique characteristics and values, devising tailored strategies to engage and retain employees and students (Lewis & Wescott, 2017a; Perilus, 2020a).

The Importance of the Historical Consequence

The historical context in which each generation has matured holds significant implications for their attitudes, values, and behaviors in both the workplace and educational settings. According to Mannheim (1952), a generation is a collective group shaped by shared historical experiences, developing a unique collective consciousness. This historical consequence is crucial for employers, educators, and policymakers to devise effective strategies tailored to each generation's characteristics.

The family tree of the last six generations is (a) generation Z, (b) generation Y, (c) generation X, (d) baby boomers, (e) the silent generation, and (f) the greatest generation. The greatest generation (1900-1921) was too young to fight in World War I, but they fought in World War II. They saw women gain the right to vote, established Prohibition and Jim Crow laws, and lived through the Great Depression. The Silent Generation (1922-1945) was born between World War I and II and grew up during the Great Depression, the Cold War, the Korean War, and McCarthyism. They saw the end of prohibition and started the Civil Rights Movement. Baby Boomers (1946-1964) were named after the spike in childbirths after World War II and were the largest generation until Generation Y. They came of age during the civil rights movement and women's liberation, and many fought in Vietnam /or the Persian Gulf. Many remember the assassinations of JFK, Robert Kennedy, and Martin Luther King, Jr.; the first man to walk on the moon; and Woodstock. Generation X (1965-1980), aka latch-key kids and the forgotten generation, experienced the end of the Cold War and the Vietnam War and came of age during the Persian Gulf War. They saw the fall of the Berlin Wall, the Challenger explosion, Tiananmen Square, and fighting in the first Gulf War. GenXers were teenagers when AIDS was first diagnosed and personal computers were introduced. Generation Y (1981-1994) came of age when almost every home had internet and a computer. Generation Y was the first generation born before the Dot Com Bubble, housing, and credit crises, and the 2008 Market Crash marked economic instability. The Challenger explosion, the fall of the Berlin Wall and the Soviet Union, and the first Gulf War were overshadowed by the World Trade Center bombing and the Pentagon terrorist attacks of 9/11. Generation Z (1995-2010) has never known a world without technology or war. These post-millennials were born into a world characterized by events like 9/11, the Great Recession, the war on terrorism, and mass shootings. This generation is always connected physically and psychologically with 24/7 access to technology through mobile devices (Newell, 2022).

Neuroscientists have determined that usage patterns influence brain development. Generation Z has been notably conditioned to function in technology. Their extensive average daily exposure of 9 hours to digital media has significantly impacted their cognitive processes, particularly in the context of learning (Newell, 2022). This heightened exposure has led digital media to consume a substantial portion of Generation Z's time and cognitive resources, resulting in a pioneering evolution in how their brains function concerning attention, memory, and cognitive processes (Newell, 2022; Piaget et al., 1995). "The prefrontal cortex, which resides in the frontal lobe, controls personality, cognition, and social behavior. The cerebellum coordinates and regulates muscular activity, including those linked to language. The parietal lobe interprets language and words (Zachos, 2015). According to leading scientific publications, excessive tech usage atrophies the frontal lobe, breaking down ties between different parts of the brain. Too much technology use also shrinks the outermost part of the brain, making it more difficult to process information. Erickson said this can affect how people interact" (Zachos, 2015).

In the same way, generation Z's exposure to social media and the internet from a young age has led to a unique set of values and attitudes toward work, and education burnout has occurred (Molinari & Grazia, 2021). Failure to recognize these values can result in this generation's lack of engagement and retention in the workforce and education (Grazia, 2022). The historical consequence is not only relevant to understanding generational differences, but it is also critical for creating a more inclusive and unbiased workplace and education environment. By acknowledging the impact of historical events on generational values and attitudes, employers and educators can create a more supportive and understanding environment for all employees and students, regardless of their generational cohort.

Additionally, Generation X grew up during a time of significant social and economic change, which has led to their emphasis on individualism and work-life balance (Berkup, 2014). Failure to recognize these values can result in this generation's lack of engagement and retention in the workforce. Similarly, Millennials have grown up during a time of economic and social upheaval, which has led to their emphasis on job security and social responsibility (Berkup, 2014). Failure to recognize these values can lead to a lack of engagement and a high millennial turnover rate. Employers and educators must recognize each generation's unique characteristics and values and create tailored strategies to engage and retain employees and students. Failure to do so can result in a lack of engagement, high turnover rates, and a less inclusive and equitable environment (Berkup, 2014). Overall, understanding the historical consequences of each generation is essential for effective management, communication, and collaboration in the workplace and education.

Definitions

Baby Boomers. Baby Boomers were born between 1946 and 1964, with their name deriving from the significant increase in births following World War II. They were the largest generation until the Millennials surpassed them in 2019. As a generation, this group is loyal, hardworking, achievement-driven, and committed to traditional values. Baby boomers are known for their role in shaping significant historical events such as the Civil Rights Movement, the Vietnam War, and the rise of feminism (Gigante, 2021).

Defector. In the context of Schneier (2012), a defector refers to an individual who deviates intentionally from the norms of their generation out of disagreement or, to cut short, a sociological system in which they disagree. A defector might exhibit behaviors, preferences, or attitudes that are common or uncommon among their age group, often challenging the rules. In essence, defectors are instructive about future trends as the generation takes power from the prior.

Digital Immigrants. Digital immigrants were born before the widespread adoption of digital technology. They have had to adapt to digital technologies later in life and may not be as fluent or comfortable with them as digital natives (Prensky, 2001).

Digital Natives. Digital natives, also known as Generation Z or the iGeneration, were born after the widespread adoption of digital technology. They are characterized by their fluency in digital technologies, constant connectivity through social media and other digital platforms, and ability to navigate and use technology in everyday life (Prensky, 2001).

Generational Consciousness. As conceptualized by Mannheim, generational consciousness refers to the shared awareness and collective identity that individuals within a particular generation develop due to experiencing significant historical events and social transformations during their formative years. It involves a sense of belonging and identification with a specific generational cohort, shaping individuals' perceptions of themselves and their place within society and influencing their social and political attitudes, behaviors, and aspirations.

Generation X. Generation X, born between 1965 and 1980, is a smaller generation than the Baby Boomers that preceded them and the Millennials who followed (Pew Research Center, 2015). This generation has been characterized as independent and skeptical, shaped by key events such as the economic recession of the early 1980s, the fall of the Berlin Wall, and the emergence of personal computing technology (Twenge, 2017). As a result, this generation has been known to value work-life balance, individualism, and adaptability (Twenge & Campbell, 2009). This generation's members are also known for adapting to new technology, having grown up during rapid technological change (Pew Research Center, 2015).

Generation Y. Generation Y (also known as Millennials) and the Millennial generation are often used interchangeably, but they refer to distinct groups. Generation Y typically includes those born between the early 1980s and the mid-1990s, while Millennials generally refer to those born between the mid-1990s and the early 2010s. There are some overlaps between Generation Y and the Millennial generation, but they are distinct in their upbringing, experiences, and cultural influences. Generation Y grew up during the rise of the internet and the dot-com boom, while Millennials were born into a world where social media and smartphones were already ubiquitous. Additionally, Generation Y tends to be more skeptical of institutions and authority, while Millennials are often characterized as more optimistic and socially conscious (Howe & Strauss, 2000; Twenge, 2014).

Generation Z is the post-millennial generation born after 1997. The earliest Gen Zs (born in 1997) may have begun college as a new set of traditional-age students (18-24) as early as 2015. Those born in 2000 were transitioning to college in the fall of 2018. In 2017, approximately 27% of the US population was Gen Z, and over 50% represented minorities. It was projected that by 2020, Gen Z would represent one-third of the population of the United States and be more racially diverse than prior generations (Newell, 2022).

Outlier. In the context of Schneier (2012), an outlier refers to an individual who deviates significantly from the general trends or patterns observed within their generation. An outlier may exhibit uncommon behaviors, preferences, or attitudes among their age group, often challenging the conventional stereotypes associated with that generation. In essence, outliers represent exceptions to the rule and may provide valuable insights into the diversity and complexity of human behavior across generations.

Pedagogy. Pedagogy refers to the theory and practice of teaching. It encompasses the methods, strategies, and approaches educators use to facilitate learning and engage students in the educational process. In today's dynamic workplace and educational settings, the coexistence of four distinct generations has brought forth a pressing need to comprehend the influence of technology and social dynamics on behaviors within these environments. While existing research has delved into generational disparities and the role of technology in communication and collaboration, there remains a critical gap in understanding how these elements intersect to mold behaviors across different generations in workplaces and educational institutions. This study endeavors to bridge this knowledge gap by investigating the impact of technology and social constructs on behaviors in both workplace and educational contexts across four generations. The primary objective is to identify strategies that facilitate effective communication and collaboration within multi-generational environments, addressing the pertinent research questions at the core of this study.

Research Questions

RQ1: How do different generations perceive and interact with technology in the workplace and educational environments?

RQ2: Are there significant differences in communication styles, collaboration preferences, and productivity levels across the four generations due to the impact of technology and social constructs?

RQ3: How do digital communication tools and social media platforms impact workplace and school behaviors across generations?

RQ4: How do different generations approach collaboration and teamwork, and how can this be leveraged to promote effective communication and collaboration in multi-generational environments?

RQ5: How do generational differences in perceptions of diversity and inclusion impact workplace culture and the success of diversity initiatives, and what strategies can be employed to create more inclusive environments for all generations?

Theoretical foundations

o Theory of Generations (RQ1)

o Social Constructionism (RQ2)

o Technology Acceptance Models (RQ3)

o Theoretical Foundations of Strategic Human Resource Management and Development (RQ4,5)

Literature Review

Theoretical Foundations

Theory of Generations

Definition and Background. German sociologist Karl Mannheim introduced the theory of generations in his book "The Problem of Generations" in 1923. His posthumously published work "Essays on the Sociology of Knowledge" expanded this social theory in 1952. Mannheim (1952) defines a generation as a group of individuals who share parallel experiences, such as notable historical events, cultural trends, or technological advancements, during their formative years. These generational groups possess an idiosyncratic perspective of identity, worldviews, and personal values. This concept has been widely used in sociology and psychology to study how individuals of different ages perceive the world and behave in different contexts, making it our fundamental theoretical foundation. The theory of generations highlights how individuals within the same generation share an idiosyncratic perspective shaped by experiences within their formative years.

Generational Consciousness and Identity Formation. Generational consciousness is formed through shared historical experiences, such as wars, economic crises, or cultural movements. This shared consciousness can be seen as a cultural memory passed down from generation to generation, shaping how individuals think about themselves and the world around them. Generational consciousness is a crucial factor in forming identity within a generation and has important implications for how individuals of different ages interact (Kervin, Bennett, & Maton, 2008, p. 782).

Application to Workplace and School Behaviors. Mannerheim's theory can benefit organizational behavior by providing a framework for understanding how different generations communicate, work together, and collaborate. Previous research has shown that generational differences can lead to challenges in the workplace, including conflicts over work values, communication styles, and technological proficiency (Perilus, 2020; Berkup, 2014). Understanding the nuances of the Theory of Generations is thus imperative to examine the impact of generational disparities on the behaviors, communication, and mindsets of the studied generations.

One key challenge in understanding the impact of generational differences on professional and academic space behaviors is the intersection of technology and social constructs. The advent of digital communication tools has drawn a distinct boundary, shaping the way individuals from various generations interact. There is a discrepancy in technology proficiency among different generations, whereby older generations tend to be less proficient than younger generations. There has been a reduction in effective communication and collaboration between generations due to this discrepancy. Therefore, by examining the impact of technology and social constructs on workplace and school behaviors across four generations, this research aims to provide insights into how generational differences can be effectively managed in multigenerational environments.

Social Constructionism

Definition and Background. Social constructionism is a theoretical framework that highlights the importance of social interaction in developing knowledge and meaning. According to Berger and Luckmann (1967), social constructionism posits that reality is not an objective, absolute truth that exists independently of human perception but rather a socially constructed concept shaped by cultural and historical factors. In other words, our understanding of reality is shaped by our social context and culture rather than just being determined by objective, universal facts. Social reality constantly evolves, and any concept or idea's meaning can change as people's beliefs, attitudes, and values change. For example, "family" varies from culture to culture, and different societies have different ideas about what constitutes a family.

The Role of Social Constructs in Shaping Behavior. Social constructs strongly influence how individuals perceive and interact with one another (Lewis & Wescott, 2017). Through social constructionism as a theoretical framework, this study examines how social constructs and technology intersect to shape synergy within multigenerational environments. Social constructionism has been applied in various research domains, including psychology, sociology, and education. Researchers have used this framework to explore several topics of identity, knowledge, and societal change. According to previous research, social constructs shape workplace and school behaviors across generational cohorts. Digital natives, or people who grew up in the digital era, have different communication styles than their digital immigrant counterparts who had to adapt to innovative technologies later in life (Bennett et al., 2008). As a result of these findings, we must understand how social constructs influence behavior across generations.

Implications for Managing Generational Differences. For workplaces and school environments to effectively manage generational differences, it is critical to understand how social constructionism shapes behavior. The influence of social constructs such as stereotypes and prejudices can also affect workplace behavior and school behavior across generations. In both the workplace and school settings, ageism is a prevalent social construct that discriminates against individuals based on their age (Coates, 2007). The effects of ageism can be profound when negative attitudes and behaviors are displayed towards older or younger colleagues or students, which can adversely affect their performance and overall well-being. To mitigate ageism and other social constructs, managers and educators should encourage intergenerational collaboration and communication, fostering respect, understanding, and appreciation for differences (Berkup, 2014).

Technology Acceptance Models

Definition and Background. The Technology Acceptance Model (TAM) is a theoretical framework developed to understand and explain user behavior toward technology adoption (Davis, 1989). TAM asserts that a user's perceived usefulness and ease of use are critical determinants of technology acceptance and usage (Davis, 1989). According to Venkatesh and Davis (2000), TAM has two key components: perceived usefulness, which refers to the extent to which an individual believes that using technology will improve their performance, and perceived ease of use, which is the degree to which an individual believes that using technology will be effortless. TAM is widely applied in various fields, including psychology, education, and management, to explain technology adoption behaviors and to design technology-enhanced learning environments (Perilous, 2020).

Theories of Technology Adoption and Use. Adoption and use theories focus on factors contributing to individuals' decisions to adopt and use technology. Other models, such as the Unified Theory of Acceptance and Use of Technology (UTAUT) and Innovation Diffusion Theory (IDT), have also been developed to explain technology adoption and diffusion (Venkatesh et al., 2003; Rogers, 1995). UTAUT proposes four critical determinants of technology acceptance and use: performance expectancy, effort expectancy, social influence, and facilitating conditions (Venkatesh et al., 2003). In contrast, IDT emphasizes the role of opinion leaders and social networks in promoting technology adoption and diffusion (Rogers, 1995). It is through the application of these theories that we can gain a better understanding of technology adoption and use behaviors by considering both individual factors and social and environmental factors that may influence technology adoption and use.

Implications for Understanding Generational Differences in Technology Use. TAM has been used to explore generational differences in technology acceptance and use, highlighting the importance of perceived usefulness and ease of use in explaining technology adoption behaviors across generations (Oh & Reeves, 2014). In a study by Perilus (2020), it was found that perceived ease of use was one of the most critical factors in predicting technology acceptance and usage among older adults, whereas perceived usefulness was more significant among younger adults. Based on these findings, technology designers should consider age-related factors and individual differences in technology acceptance and use when designing technology-enhanced learning environments for multigenerational settings (Berkup, 2014). Organizations and educators can design technology-enhanced environments that are accessible and engaging for all users by understanding the factors that influence technology acceptance and use across generations.

Strategic Human Resource Management and Development

Definition and Background. The strategic human resource management (SHRM) framework outlines how organizations can align their human resource policies and practices with their overall strategic objectives to enhance a company's performance (Wright et al., 2001). SHRM acknowledges the importance of a diverse workforce in achieving organizational goals. It highlights the need to manage a multigenerational workforce to promote organizational success. SHRM examines how organizations can effectively manage and develop human capital in various research domains, including management, organizational behavior, and psychology (Wright et al., 2001).

Importance of HRM in Managing Generational Diversity. HRM is crucial in managing generational diversity, as it is responsible for employee recruitment, selection, and development across different generations (Ng & Parry, 2016). Ng & Parry (2016) suggest HRM policies and practices to help organizations adapt to technological and societal changes while nurturing talent and fostering employee growth. In this way, multigenerational workforces can be managed successfully. Employee satisfaction and productivity can be enhanced through HRM strategies that support generational inclusivity and diversity, such as mentoring programs, flexible work arrangements, and tailored training opportunities (Amayah & Gedro, 2014). Additionally, HRM practices aligned with the standards of different generations foster a harmonious work environment and promote intergenerational collaboration.

Strategies for Effectively Managing a Multigenerational Workforce. HR policies and practices can be developed using SHRM to promote generational inclusivity and diversity in the workplace. It would be beneficial for organizations to adopt HRM strategies that address the needs and expectations of different generations to manage a multigenerational workforce effectively (Amayah & Gedro, 2014). Implementing flexible work arrangements can effectively cater to the different generations' work-life balance needs, such as telecommuting and flexible scheduling (Berkup, 2014). Mentorship programs that pair employees from different generations can facilitate knowledge transfer and promote intergenerational collaboration (Ng & Parry, 2016). Furthermore, organizations can offer various training and development opportunities tailored to different generations' learning styles and preferences.

Generational Technology Use (RQ1)

Technology Use and Perception

In today's work and educational environments, technology is ubiquitous. The perceptions of each generation about technology differ from generation to generation, and attitudes towards technology use vary by cohort(Oh & Reeves, 2014a). As a result of different perceptions, different levels of acceptance and understanding can be achieved, resulting in different levels of usage and engagement. In general, younger generations are more comfortable using technology for work and social purposes, adapting quickly to evolving technologies (Oh & Reeves, 2014). Older generations rely on more traditional communication and information-sharing methods and use technology only as a tool for specific purposes. To create a positive work environment for all generations at the workplace and in the classroom, it is essential to understand these differences.

Baby Boomers born between 1946 and 1964 have witnessed significant technological advancements. The 69.6 million Baby Boomers in the United States grew up without the internet, cell phones, or social media, yet they have embraced and adapted to these technologies. The knowledge and experience gained by baby boomers throughout their lifetimes is precious in today's society. They can provide an insightful perspective on how technology has changed our lives and how we can use it to benefit us in the future. Generally, Baby Boomers view technology as enhancing their work, not as a way to communicate or socialize (Berkup, 2014). It is estimated that baby boomers spend about five hours daily on their phones. Baby Boomers' utilization of technology is less than millennials, who spend 5.7 hours (Pew Research Center, 2019). Virtual communication methods such as video conferencing and instant messaging may be complicated to adjust to because they prefer face-to-face interactions. Although Baby Boomers see technology as a valuable tool for increasing efficiency and productivity, they might not be as comfortable using it as younger generations. They may also prefer traditional communication methods, such as phone calls or in-person meetings, to digital communication methods, such as email or instant messaging. (Berkup, 2014; Pew Research Center, 2019).

Generation X, sometimes known as Gen X, refers to the generation of Americans born between the mid-1960s and early 1980s. Neoliberalism, technological progress, and knowledge-based economies were among the social and economic changes Gen X experienced during the 1980s and 1990s. Gen X was the first generation to experience the rise of the digital age in conjunction with the end of the Cold War. The end of the Cold War was the time globalization took off, and neoliberalism gained traction. Generation Xers experienced a range of new ideas, technologies, and economic opportunities, forcing them to adapt to changing job markets and embrace career flexibility. This generation also witnessed significant shifts in the job market, such as the decline of manufacturing jobs and the rise of service and tech jobs (Lewis & Wescott, 2017).

Gen Xers are known for their resilience, adaptability, and problem-solving skills. These skills allow them to be more open to creative ideas and think outside the box (Lewis & Wescott, 2017). They were the first generation to grow up with computers and video games, making them more acquainted with technology than their predecessors. However, they may still view technology as a tool rather than a lifestyle choice. They are often seen as a bridge between baby boomers and millennials, who view technology as a way of life. Generation X is often more skeptical of new technology and may be more hesitant to adopt it unless they see a clear benefit to doing so. For instance, members of Generation X may be more likely to use a smartphone for practical applications, such as making calls or checking emails, than for recreational activities like playing video games or streaming movies (Lewis & Wescott, 2017).

Generation Y, often called Millennials, encompasses individuals born between 1981 and 1996. This cohort encountered unique fiscal and political challenges compared to previous generations (Dimock, n.d.). They came of age during a time of significant economic unrest, including the impact of the Great Recession, which began in 2007 and had lasting effects on job markets and economic stability. The subsequent global financial crisis of 2008 further aggravated Gen Y's economic challenges (Bennett et al., 2008). Notable historical events, such as the terrorist attacks of September 11, 2001, had profound implications for national security and societal perceptions. The high living costs, job insecurity, and limited job opportunities hinder Millennials' financial independence and career growth, leading to difficulties in finding stable employment and becoming financially secure (Glass, 2007).

These challenges profoundly impacted their attitudes toward work, financial planning, and life aspirations (Bennett et al., 2008). This cohort also witnessed the rapid advancement of technology, including the widespread adoption of the Internet, mobile devices, and social media platforms (Oh & Reeves, 2014). Integrating technology into their lives and the ever-changing digital landscape had implications for their communication patterns, social interactions, and access to information (Oh & Reeves, 2014). Millennials became the first generation to grow submerged in the digital age, influencing their perspectives, behaviors, and expectations in various domains of life, including education, work, and personal connections (Oh & Reeves, 2014).

Generation Z, born between the mid-1990s and the early 2010s, represents the first cohort to grow up entirely immersed in the digital age (Oh & Reeves, 2014). Referred to as digital natives, having been exposed to technology from a young age significantly shaped their attitudes, behaviors, and expectations regarding technology usage. They are adept at using various technological devices, multitasking, and navigating complex digital platforms (Oh & Reeves, 2014). As a result of digital media's influence on their daily lives, Generation Z spends, on average, nine hours a day engaging with digital media, which translates to 3.4 million minutes on social media throughout a lifetime (Newell, 2022).

Extensive exposure to digital media has dramatically influenced Generation Z's brain function and development. Neuroscientists have found that the brain develops based on usage patterns, and constant exposure to digital media has led to exceptional adaptations in Generation Z brains (Newell, 2022). This exposure consumes much of their time and affects their attention, memory, and thought processes (Newell, 2022). Consequently, Generation Z's cognitive abilities and learning patterns differ from previous generations, reflecting an evolution in the way their brains function within the digital environment (Piaget et al., 1995; Newell, 2022). Many of Gen Z's daily lives depend on technology in various scenarios. Technology is their primary means of communication, entertainment, and education. Virtual interactions through digital platforms have become the norm, and face-to-face communication is often supplemented or even replaced by online interactions (Oh & Reeves, 2014). This preference for virtual interactions has profound implications for communication strategies, learning environments, and social dynamics within educational and workplace settings.

Education Throughout Generations

Integrating technology into the classroom has revolutionized the educational landscape, offering new teaching opportunities and learning across generations. Technology has enabled students to access information almost instantaneously. With the advent of digital textbooks, online resources, and interactive multimedia materials, students can now access many learning materials and engage with content in more dynamic and interactive ways. This shift has allowed for personalized learning experiences and the integration of multimedia elements, catering to different generations' preferences and learning styles.

Baby Boomers, born between 1946 and 1964, experienced a more traditional teaching style characterized by authoritative instruction and teacher-centered approaches. Lectures were commonly used, with limited interaction and engagement from students. Baby Boomers were also exposed to a rigorous academic environment focusing on memorization and strict discipline. The emphasis was on acquiring facts rather than learning to think critically and independently. Baby Boomers relied heavily on printed textbooks, encyclopedias, and lectures as primary study resources. Libraries and physical resources played a significant role in their learning process. (Ladson-Billings, 2014).

Gen X, born between 1965 and 1980, also experienced a more traditional teaching style but began to see some shifts towards more student-centered approaches. Gen Z experienced a mix of traditional teaching styles and the early stages of technological integration into education. Early transformations in education included collaborative learning and group work, known as the Socratic method (Cookson Jr., 2009), as efforts to modernize learning evolved. This generation also saw the rise of standardized testing and the beginning of No Child Left Behind legislation. No Child Left Behind Legislation had an enormous impact on the educational system and led to an increased emphasis on test scores and data-driven teaching methods. Generation X saw educational videos, audio recordings, and computer-based resources emerge. They were more likely to engage with printed materials but also started to explore electronic databases and early forms of online resources. (Schroth, 2019).

Generation Y, also known as Millennials, born between 1981 and 1996, experienced a transition in teaching styles with an increased emphasis on student-centered approaches. They were exposed to more interactive and collaborative learning activities, and technology integration in the classroom became more prevalent during their education. Millennials were among the first to have widespread access to digital resources. They rely on printed and digital materials, including online articles, e-books, interactive multimedia, and educational websites. They embrace technology as a tool for learning and research. (Amayah & Gedro, 2014).

Generation Z is the first generation to grow up with technology embedded into their daily lives. They prefer dynamic and interactive learning experiences that utilize technology, such as virtual reality, gamification, and online platforms. Around 98% of Gen Z students use smartphones and other devices for educational purposes. They value personalized and adaptive learning approaches. Generation Z heavily relies on digital resources, including e-books, online databases, video tutorials, and virtual learning platforms. They are comfortable navigating various digital platforms and tend to prefer multimedia-rich content.

Pedagogy and Curricular Development. Bill Gates, the founder of Microsoft, once said: "Technology is just a tool." For his generation, it was just that. The teacher is the most important in motivating the kids to work together." There is a high level of diversity among students and employees in today's academic institutions and workplaces. In a technology-based learning environment, it is crucial to consider the needs of both older and younger participants. Approaches to integrating technology into instruction, learning, and performance should be determined by considering the potential pedagogical effectiveness of technology concerning specific teaching methods.

Traditional teaching methods that involve lectures and rote memorization are no longer effective in engaging and motivating students who have grown up with technology. According to Bennett, Maton, and Kervin (2008), students raised in a digital age have different cognitive processes and ways of thinking. They tend to be more visual and interactive learners and prefer learning by doing rather than simply listening to lectures. However, not all researchers share this opinion.

Some researchers argue that Millennial students and Generation Z, often called Digital Natives, have grown up embedded in technology and may require instructional approaches that align with their technological preferences and skills. These researchers emphasize the need to reform education and traditional pedagogical approaches to accommodate and optimize the learning experience for these generations. However, other researchers express skepticism regarding Digital Natives and the need for significant pedagogical reform. These skeptics argue that insufficient evidence supports the claim that generational differences in technology use necessitate drastic changes in educational practices (Bennett, Maton, & Kervin, 2008). They call for critically examining the evidence and caution against broad generalizations about generational cohorts. Recognizing that generational differences in technology use and preferences exist among teachers and students is essential. The challenge is to create a functional learning environment across generations. It is essential to understand the different learning styles of each generation and ensure that teachers are equipped with the necessary skills to leverage technology in pedagogy and curricular development.

Online Learning. Online learning platforms have opened the door to students worldwide, giving them access to educational material that had not been available to previous generations. Technological tools facilitate interactive learning experiences, foster remote collaboration, and enhance student engagement, improving comprehension of complex concepts (Bennett, Maton, & Kervin, 2008). Research, including studies by Bennett, Maton, and Kervin (2008), highlights technology's potential to enhance learning outcomes for students of all ages. From young children to adults returning to school, digital learning is being adopted by multiple generations of students. Digital learning has the potential to open educational resources to a broader audience, allowing students to access courses and resources that were previously unavailable.

In contrast to previous generations, digital natives, such as Millennials and Generation Z, have been raised in a digitally focused environment where technology is embedded in every aspect of their lives. In part due to their experience with digital technology, this generation is highly tech-savvy and comfortable with technology, making it easier for them to use these tools in an educational environment. These generations embrace digital platforms for accessing educational resources, participating in virtual discussions, and leveraging interactive tools that cater to their digital-native sensibilities (Bennett, Maton, & Kervin, 2008). Their digital literacy is often higher, enabling them to engage more readily with LMS platforms and e-learning materials. Baby Boomers and Generation X, who may not have had the same exposure to technology during their formative years, may experience a learning curve when incorporating technology into their teaching and learning practices. They may require additional support and training to effectively leverage technology tools and adapt instructional approaches to digital platforms (Bennett, Maton, & Kervin, 2008).

Despite the benefits, technology use in the classroom can also present drawbacks for all generations. Overreliance on technology may diminish face-to-face interactions and interpersonal skills among students. It can also create distractions and impact students' attention spans. Additionally, there can be a risk of information overload or reliance on unreliable online sources, which may compromise the accuracy and credibility of the information students consume (Bennett, Maton, & Kervin, 2008). Educators must balance technology use and traditional teaching methods to address these challenges. Providing comprehensive professional development opportunities and ongoing support to teachers from different generations can enhance their technological proficiency and pedagogical skills. Furthermore, promoting digital literacy and critical thinking skills among students can help them navigate the digital landscape effectively, discern reliable sources, and manage their technology use responsibly (Bennett, Maton, & Kervin, 2008). By recognizing and addressing generational differences in technology implementation, educational institutions can harness the full potential of learning management systems and technological tools to create engaging and effective learning environments for students of all generations.

Information Consumption

Researchers have found that younger generations, such as millennials and Generation Z, are more likely to consume news and information on digital platforms. Traditional media, such as newspapers and television, continue to serve as their predecessors' primary sources of information. (Pew Research Center, 2021). While digital media consumption can be beneficial for news consumption, it has also been shown to result in echo chambers and the spread of misinformation, particularly among young audiences (Wineburg & McGrew, 2019).

Echo Chambers and Misinformation. Technology has had a significant impact on information consumption and education. Almost anything people need can be found on the internet, thanks to the internet's unparalleled accessibility. Technology has revolutionized how we learn and consume information, with people now able to learn and access information faster and more efficiently and with artificial intelligence emerging. The substantial amount of online information has necessitated the development of skills for properly consuming and evaluating information. People are now expected to be more discerning when it comes to the sources of their information and to be able to differentiate between reliable and unreliable sources. The need to vet the credibility of information is not new, but it has now led to an increased emphasis on critical thinking and analysis when consuming information, which has helped to improve the quality of the information being absorbed.

The problem of echo chambers has recently gained traction, where individuals gravitate towards information that supports their beliefs and ignore alternative viewpoints (Oh & Reeves, 2014). Social media platforms and unreliable sources have fueled this phenomenon. Misinformation and conspiracy theories are widely disseminated as a result, which adversely impacts intergenerational communication. Due to the rapid dissemination of information available through social media and the Internet, the digital age poses a significant challenge in preventing misleading information from spreading. With the ability to quickly circulate content and the lack of oversight over the accuracy of the information, it can be difficult for people to discern truth from fiction. The need for data verification can lead to a misunderstanding or misinterpretation of facts, leading to further divisions among generations as they discuss various topics. The rapid spread of information on social media platforms can amplify falsehood as individuals share content without critically evaluating its veracity. The quickness of sharing amplifies the effects of false information and can create a false consensus around the topic, leading to further misunderstanding and division. Misunderstanding can have long-term effects on society, damaging trust in information and creating a more divided population. Trust divides can perpetuate myths, misconceptions, and unsubstantiated claims, resulting in a distorted understanding of reality (Oh & Reeves, 2014). Schneier (2012) calls trust the underpinning of all sociological constructs.

In workplace/school settings, echo chambers can lead to groupthink and a lack of creativity and innovative ideas. In educational settings, echo chambers can lead to poor critical thinking skills. Echo chambers can have long-term implications for an individual's thinking ability and decision-making. In these contexts, echo chambers can reinforce biases, discourage open-mindedness, and impede constructive dialogue among individuals with diverse perspectives (Oh & Reeves, 2014). Echo chambers hinder critical thinking and intellectual growth by limiting exposure to differing viewpoints. Failure to allow for differing viewpoints hinders the development of well-rounded perspectives. Addressing echo chambers and misinformation's adverse effects requires a multifaceted approach. Educating individuals about media literacy and fostering critical thinking skills are essential to combating misinformation (Oh & Reeves, 2014). By equipping individuals with the ability to discern reliable sources, evaluate information critically, and consider multiple perspectives, they become better equipped to navigate the digital landscape and make informed judgments.

Moreover, promoting open dialogue, respectful debate, and diversity of perspectives can help counteract echo chamber tendencies. Encouraging individuals to engage in conversations with those holding differing viewpoints can foster a more inclusive and intellectually stimulating environment (Oh & Reeves, 2014). Inclusion can be facilitated through collaborative projects, group discussions, and platforms that promote diverse perspectives.

Political Engagement. Understanding the interplay between technology and political engagement is essential for designing communication strategies that foster understanding and collaboration across the generation gaps. There has been a unique evolution of political engagement throughout history. The technological revolution has significantly impacted each generation's political engagement, from the advent of television and radio broadcasts to the widespread use of social media. How technology affects each generation's political engagement can inform the best way to communicate with them and bridge the generational divide.

During the civil rights movement and other social justice movements, the Baby Boomer generation utilized traditional protest and advocacy methods to champion causes close to their hearts (Berkup, 2014). These tactics included marches, sit-ins, and rallies to draw attention to their causes and educate the public. They also wrote letters to newspapers, lobbied government members, held meetings to discuss their issues, and wrote articles in magazines and journals to spread their message. In addition to their traditional methods of communication, several disputes were settled through face-to-face interactions.

Meanwhile, it has become evident that technology has significantly affected younger generations' political activism and civic engagement. Social media has revolutionized the engagement of political activity, providing powerful tools for mobilizing individuals and disseminating information. Enabling individuals to voice their opinions, organize protests, and advocate for change digitally (Berkup, 2014). With social media's accessibility and reach, activists can now reach a broader audience and raise awareness about pressing issues (Berkup, 2014).

However, social media has transformed political influence and public opinion formation. Authoritarian regimes often censor online platforms, limiting their effectiveness as a political change tool and public opinion's ability to influence political decisions. Social media companies' algorithms can also lead to the spread of information that is not based on facts or reliable sources. The quickness of sharing over social media may make it difficult for individuals to distinguish between truth and falsehood, leading to a breakdown in communication and further contributing to the polarization of opinion. Although the desire for truth and trust is a construct that social media incentivized and prior generations took for granted, it may rely on groupthink.

When technology facilitates conversations between people with differing views, the lack of shared understanding can lead to misunderstandings and tensions in multigenerational environments. In learning and work environments, technology can cause conflict when different generations hold divergent opinions. Implementing effective communication and collaboration strategies is one potential solution for addressing conflict arising from divergent opinions between generations in the workplace. In order to foster empathy and reduce conflict between generations, it is essential to foster open and respectful dialogue between them. Research by Amayah and Gedro (2014) emphasizes the importance of creating opportunities for intergenerational communication and knowledge sharing. Developing mentoring programs, team-building exercises, or collaborative projects encouraging collaboration across generations can facilitate this process. The goal is to promote a sense of shared understanding, facilitate the exchange of ideas, and ensure that individuals with divergent perspectives can compromise and agree on a course of action.

It also effectively fosters a culture of inclusion and diversity within the organization (Ng & Parry, 2016). It is possible for educational institutions and organizations to cultivate an inclusive environment that values different perspectives, encourages active listening, and embraces the richness of generational differences (Amayah & Gedro, 2014). Conflict resolution and intergenerational communication training programs also provide individuals with the skills to address conflicts effectively (Amayah & Gedro, 2014). These strategies enable individuals of different generations to engage in productive discussions, bridge understanding gaps, and find common ground even when their opinions differ (Amayah & Gedro, 2014). Intergenerational cooperation promotes a positive and harmonious learning and work environment that values diversity and cultivates unity (Amayah & Gedro, 2014).

Importance of Understanding Social Constructs (RQ2)

Work Ethic and Motivation

In research on generational differences in the workplace, work ethics and motivation have significantly impacted employee behavior. An exhaustive list of characteristics, values, and the social influences that shaped each generation can be found in Figure 1.1 provided by (Collins, 2018).

According to Berkup (2014), generations differ in their work values, attitudes, and styles. Among the most significant differences between generations is work ethics. These differences can be attributed to the fact that each generation was raised in a distinct socio-cultural environment and had different life experiences. These differences have significant implications for employers as they attempt to manage multi-generational workforces.

To further elaborate, Baby Boomers are a work-centric and competitive cohort with a strong loyalty to their organizations (Amayah & Gedro, 2014). As a result, they value the traditional 9-to-5 schedule and are more likely to work longer hours than younger generations(Coates, 2007). Meanwhile, both Generation X and Y have their distinct work ethics and motivations for their careers. In response to economic uncertainty, Generation X has developed a reputation for being independent, self-reliant, and skeptical of authority and traditional career paths (Lewis & Wescott, 2017). They place high value on work-life balance and seek careers that allow them to prioritize their families and personal lives (Berkup, 2014). For the millennial generation, meaningful work and a sense of purpose are motivators. They value open communication, teamwork, and collaboration and prefer work environments that provide these opportunities (Amayah & Gedro, 2014).

Generation Z is the newest to enter the workforce, born between the mid-1990s and the early 2010s. Generation Z has grown up in a digital age and is known for its comfort with technology and social media (Oh & Reeves, 2014). A sense of purpose can be a more powerful motivator for Generation Z than money or status is for previous generations. Also, they place a high value on flexibility and are more likely to move jobs to find a better fit for their needs. As a result of their proficiency with technology, they can multitask and work more efficiently in a fast-paced, constantly changing work environment (Oh & Reeves, 2014). Evidence shows that the younger generation tends to be more liberal and supportive of social justice causes, while older generations hold more conservative views (Bennett et al., 2008). Conflicts and tensions can affect the workplace, especially when politics are involved.

Despite these differences, it is essential to note that not all individuals within a generation share the same work ethic and motivation. Mannheim (1952) notes that not all individuals within a generational group share beliefs and that there may be subgroups within a generation based on factors such as social class, education, and cultural background. This dichotomy highlights the importance of recognizing individual differences within generational groups and avoiding stereotypes or assumptions based solely on age. It is also imperative to consider the impact of social constructs, such as gender and race, on the experiences and perspectives of individuals within a generation (Oh & Reeves, 2014). These differences in values and beliefs can lead to conflict and miscommunication among generations.

Further, generational differences in motivation have been discovered to impact employee engagement and job satisfaction significantly. Baby Boomers tend to be motivated by job security, financial rewards, and recognition, while Millennials (born between 1981 and 1996) value purpose, social impact, and opportunities for professional growth (Berkup, 2014). Different motivational drivers across generations can cause misunderstandings between managers and employees, resulting in low retention rates. Organizations that fail to adapt to these changing cultural values risk alienating younger employees and limiting their ability to attract and retain top talent.

Understanding generational differences in work ethic and motivation is essential to creating an effective, positive, productive work environment. Effective management strategies should consider the different values and motivational drivers across generations and the impact of organizational culture and technology on employee behavior. By doing so, organizations can create a more inclusive and innovative workplace that supports all employees, regardless of age.

Socially Acceptable Communication

Recognizing various generations' communication styles and preferences, regardless of whether the communication occurs digitally or in person, is essential to meaningful understanding. According to Oh and Reeves (2014), technology is often perceived differently among generations, and its use can lead to misunderstandings. While younger generations may prefer technological communication, older generations rely on face-to-face or traditional communication methods. The divide in communication preference can result in a lack of understanding and ineffective communication between the generations.

Cultural and social norms influence face-to-face communication preferences, which differ between generations (Perilus, 2020). For instance, Baby Boomers and older generations tend to emphasize formal language and professional communication more. Younger generations often prefer a more casual, relaxed style of communication. They are also more comfortable with digital communication methods, such as text messages and video calls (Perilus, 2020). This generational gap in communication styles must be considered when communicating with people of different ages. Further, each generation views small talk in the workplace differently, with older generations seeing it as a way to build relationships and establish trust, while younger generations may view it as a waste of time (Lewis & Wescott, 2017).

Organizations can use a variety of strategies to navigate these communication differences effectively. One such strategy is to promote cross-generational communication by creating opportunities for employees to work on projects with colleagues from different generations (Berkup, 2014). Additionally, mentoring programs can foster cross-generational communication and learning, allowing younger employees to learn from the experience and wisdom of older generations and vice versa (Berkup, 2014).

Another factor influencing communication preferences across generations is using nonverbal cues such as body language, tone of voice, and facial expressions (Oh & Reeves, 2014b). These cues convey different meanings and emotions, and their interpretation can vary across generations. Using emojis and other visual aids in digital communication may be more prevalent and acceptable among younger generations, while older generations may view them as unprofessional or unnecessary.

Furthermore, research shows that differences in communication preferences across generations can also impact how feedback is given and received in the workplace (Amayah & Gedro, 2014). For example, Millennials may prefer more frequent feedback and recognition, whereas Baby Boomers may prefer more formal and structured feedback. These differences can lead to misunderstandings and frustration between generations if not addressed.

Organizations need to recognize and address these differences to promote effective communication and collaboration across all generations in the workplace. Organizations can develop communication strategies that accommodate these differences and promote cross-generational learning and collaboration by understanding the different communication preferences and norms among generations.

One effective strategy is to provide training programs that promote social awareness and communication skills across generations (Berkup, 2014). Such training programs can help employees understand and navigate different communication styles and preferences among generations and provide them with tools and strategies to communicate more effectively with colleagues of all ages. Creating an open communication and feedback culture can also help foster a more inclusive and collaborative environment across all generations (Amayah & Gedro, 2014).

Behavioral Implications of Technological Advancements (RQ3)

The Impact of Social Media on Generational Behavior

Although research specifically examining the impact of social media on each generation's behaviors is limited, we can extrapolate specific implications based on their general rapport with technology and their engagement with the digital realm (Bennett et al., 2008; Kurmanova et al., 2022). For instance, the pervasive use of social media among Gen Z has been associated with heightened levels of anxiety and depression. Conversely, older generations exhibit a more tempered approach to digital technology usage, which correlates with increased resilience to the detrimental effects of social media.

As Glass (2007) noted, Baby Boomers tend to engage with social media less frequently than younger generations. They are less acquainted with digital tools and may not adeptly incorporate social media into their work or educational routines compared to their younger counterparts (Coates, 2007). However, as they grow more comfortable with technology, they may increasingly utilize social media platforms such as LinkedIn for professional networking or to stay abreast of industry trends (Lewis & Wescott, 2017).

Generation X exhibits more excellent technological proficiency than Baby Boomers but remains relatively selective in social media engagement (Berkup, 2014). They leverage social media for collaborative endeavors, disseminating information, and participating in professional development activities (Amayah & Gedro, 2014). Social media trends may exert a lesser influence on this generation compared to younger cohorts, and their work and educational behaviors may be less susceptible to these trends (Berkup, 2014).

The omnipresence of social media in Millennials' daily lives renders them particularly vulnerable to its negative ramifications on their educational and professional behaviors (Newell, 2022). They frequently employ social media for communication, soliciting feedback, and project collaboration (Oh & Reeves, 2014). However, the pervasiveness of social media among Millennials can yield distractions, diminished focus, and potentially adverse effects on productivity (Newell, 2022).

Due to their upbringing in an era of digital interconnectedness, Gen Z is profoundly influenced by social media, which molds their communicative styles, learning preferences, and general behaviors. They are more inclined to use social media for informal learning, collaboration, and maintaining connections with their peers (Kurmanova et al., 2022). Nevertheless, incessant engagement with social media may elicit stress, anxiety, and burnout, potentially impairing their performance in work or educational settings (Kurmanova et al., 2022).

The Dichotomy of Social Media Effects. Social media significantly impacts how information is disseminated and consumed, particularly in the workplace. Younger generations rely more on social media as an information source (Newell, 2022). However, social media effects can be positive and negative, with some more pronounced consequences among certain age groups.

One negative consequence of social media is cyberbullying, which can cause severe psychological damage. Trolling, a term used to describe individuals who engage in provocative, offensive, or disruptive behavior online, often to elicit emotional reactions from others, is more common among younger generations (Buckels et al., 2014). Although few people from older generations engage in trolling, it is essential to note that there is an occasional outlier in every generation (Schneier, 2012). Kowalski et al. (2014) discovered that cyberbullying victimization is correlated with depression, anxiety, and low self-esteem among adolescents. Additionally, social media has been linked to heightened social comparison and FOMO (fear of missing out), negatively impacting young individuals' self-esteem and mental health (Tandoc et al., 2015).

Another potential concern is privacy and security, as social media platforms amass and store vast amounts of personal data. Young people may be unaware of the risks inherent in divulging personal information online and the potential ramifications of such behavior. Livingstone et al. (2015) found that young people's privacy concerns stem from a perceived lack of control over their personal information and uncertainty regarding the utilization of their data. On the other hand, older generations may be more cautious about sharing personal information online, thus avoiding some of the privacy risks associated with social media (Chan & Virkki, 2014)

Moreover, social media has been implicated in sleep disturbances, with frequent usage and pre-bedtime screen exposure disrupting sleep patterns (Levenson et al., 2016). This issue may be more prevalent among younger individuals with higher social media engagement levels (Woods & Scott, 2016). Conversely, older generations may be less affected by these sleep disturbances due to their lower engagement with social media before bedtime (Hale & Guan, 2015).

Understanding the dichotomy of social media's effects on different generations is crucial for creating effective communication strategies, fostering a supportive work environment, and promoting healthy digital habits. By acknowledging and addressing the unique challenges and benefits social media presents for different age groups, organizations can better support their employees and create a more inclusive culture by better supporting their employees. Schools can also consider teaching children about the dangers associated with social media to protect future generations from the emerging threats online platforms create.

Digital Identities and Offline Behavior

Social media significantly impacts how different generations present themselves online and in person. In today's social media-driven world, young generations are constantly exposed to images and content posted by their peers. Imagery often influences how they present themselves online and in person as they strive to emulate the images they see. Twenge (2006) argues that Millennials, or "Generation Me," have grown up in an environment that emphasizes self-esteem and individualism, leading them to develop an inflated sense of self and a heightened focus on personal success. This focus on the self, Twenge suggests, has contributed to increased levels of entitlement, narcissism, and a lack of empathy among members of this generation. However, despite their self-assuredness and ambition, many Millennials struggle with feelings of inadequacy and unfulfillment as they grapple with the realities of a competitive job market and the pressure to achieve the high standards they have set for themselves.

Baby Boomers (born 1946-1964) are generally less active on social media than younger generations. They tend to focus on sharing family-related content and connecting with friends and relatives (Miller et al., 2017). Baby Boomers maintain a more formal communication style, valuing face-to-face interactions and traditional communication methods. As a result, they are less likely to say things online that they would not say to someone in person. Baby Boomers are also more cautious about online interactions and are more likely to raise privacy concerns. They are more likely to be skeptical of online content and less inclined to engage with online promotional content.

Due to Gen Xers' use of social media, they have become more comfortable expressing their opinions online and are more likely to engage in debates and discussions, which can lead to the exchange of diverse ideas and perspectives. They have seen firsthand how powerful the internet can be and how it can be used to influence people's opinions on critical matters like politics. They are also more aware of the risks associated with online expression, such as harassment and their opinions being manipulated against them in a political context. As such, they are more likely to engage in thoughtful and meaningful discussions online. Generation X typically uses social media to stay informed and in touch with family and friends, but they believe speaking more freely online is less acceptable than speaking face-to-face.

Generation Y or Millennials (born 1981-1996) have grown up with technology as a fundamental part of their lives, making them more adept at navigating various social media platforms (Pew Research Center, 2018). They use social media for personal and professional purposes, engaging in self-promotion, networking, and sharing their opinions on various topics. Millennials are more likely than older generations to express themselves openly online, including discussing politics, as they have been exposed to online debates and discussions from a young age.

Gen Z is more likely to use multiple platforms and value visual content, such as images and videos. Gen Z individuals often seek authenticity in online interactions and are likelier to present themselves genuinely and unfiltered. Due to their constant exposure to diverse opinions and open discussions on social platforms, they are more likely to speak freely online, especially about politics and other sensitive topics. Gen Z uses social media to post their achievements and advocate for causes. They also use it to voice their opinions and interact with others on controversial topics.

Social media algorithms often create echo chambers, exposing users to content aligning with their beliefs and reinforcing narrow views. Echo chambers can lead to more polarized opinions and a reduced willingness to engage in open and respectful discussions with individuals who hold opposing views, both online and offline. Prior generations had echo chambers of small sociological groups.

Digital / Offline Communication. Communication has been transformed by social media platforms such as Facebook, Instagram, and Snapchat. These platforms are entertainment tools and resources for communication and information sharing (Kurmanova et al., 2022). It is crucial to understand the impact of technology on generational cohorts' digital and offline communication as it influences socialization, intercultural communication, and potential negative consequences such as cyberbullying and online harassment.

Digital communication has become increasingly popular among youth, allowing for interactions in ways not previously possible for older generations. Studies have shown that young people tend to communicate differently online than offline, often displaying more positive emotions and self-disclosure in their online interactions (Valkenburg & Peter, 2009). Additionally, online communication enhances anonymity, leading to more honest and open conversations. However, it is essential to recognize that online communication can contribute to a lack of empathy and emotional connection, as nonverbal cues and facial expressions are often absent (Christofides, Muise, & Desmarais, 2009).

Research has found that online communication has led to more innovative forms of language and communication, such as acronyms and emojis, which are not typically used in face-to-face interactions (Baron, 2008). These visual representations have resulted in a need for digital literacy, as young people must learn to navigate and interpret these evolving forms of language and communication.

On the other hand, offline communication is often more context-dependent and involves nonverbal cues such as facial expressions, body language, and tone of voice. This type of communication allows for a deeper understanding of the message and the emotional state of the person communicating (Burgoon, Guerrero, & Floyd, 2010).

Understanding the impact of technology on generational cohorts' digital and offline communication is essential for several reasons. First, it can help create effective communication strategies that cater to all age groups' unique preferences and requirements. Second, it can guide educators and employers in adapting their approaches to better suit different generations' communication styles. Finally, understanding these impacts can lead to developing policies and programs promoting responsible online behavior and digital literacy, mitigating potential negative consequences of using digital communication tools.

Collaboration and Teamwork (RQ4)

Mentoring and Leadership Styles

Mentoring is essential to leadership development in structured environments that can impact job satisfaction and productivity across generations. Effective mentoring can bridge the gap between different generations by fostering cross-generational learning and collaboration, promoting understanding of diverse communication styles, and developing leadership skills among younger generations. One of the primary benefits of mentoring is its ability to promote cross-generational learning and collaboration. According to Amayah and Gedro (2014), mentoring allows for transferring knowledge and skills from experienced employees to younger generations, helping them develop essential skills and competencies. Similarly, mentoring can provide a forum for younger employees to learn from the experience and wisdom of their elders, helping to break down generational barriers and foster mutual respect and understanding.

Different generations have varying leadership styles, which can impact cross-generational mentoring. Baby boomers tend to adopt an authoritative leadership style, while Generation X and Y prefer a more democratic style (Berkup, 2014). Millennials, who value open communication, teamwork, and collaboration, are likelier to adopt a transformational leadership style (Perilus, 2020). Understanding these different leadership styles can help organizations develop effective cross-generational mentoring programs that meet the unique needs of each generation. Despite its benefits, effective cross-generational mentoring can be challenging, particularly when addressing communication differences. Older generations may view younger generations as overly reliant on technology and informal communication styles.

In comparison, younger generations may perceive older generations as inflexible and out-of-touch with modern communication practices (Oh & Reeves, 2014). (Ng & Parry, 2016)Research suggests that to address these differences, organizations should focus on creating a culture of learning and development that values diversity and fosters cross-generational collaboration (Ng & Parry, 2016).

There is also the potential for intergenerational conflict when mentoring cross-generations. To illustrate, older generations may struggle to adapt to new technology or may be resistant to change, while younger generations may feel frustrated by what they perceive as outdated practices or resistance to innovation (Berkup, 2014). Mentoring programs can focus on building trust, establishing mutual goals and objectives, and creating an inclusive and collaborative cross-generational environment. Lewis and Wescott (2017) recommended the implementation of lean management principles, such as continuous improvement and respect for people, to promote collaboration and innovation across different generations.

Effective cross-generational mentoring requires a balance between structure and flexibility. Perilous (2020) states mentoring programs should provide a structured framework for mentoring relationships, including clear expectations, goals, and milestones. However, they should also be flexible enough to accommodate different generations' unique needs and preferences, allowing for individualized mentoring experiences that foster collaboration and innovation to create a more engaged and motivated workforce across generations.

Collaboration

Cross-generational collaboration and knowledge sharing are crucial in promoting flexibility and agility in the workplace. Working together allows individuals from different generations to learn from each other, fostering a broader perspective on approaching challenges and solving problems. However, this collaboration also brings the potential for intergenerational conflict, as older and younger generations may face challenges such as resistance to change and frustration with outdated practices.

To address these challenges, organizations can create a culture of learning and development, providing training opportunities to enhance adaptability and agility skills like problem-solving and critical thinking (Amayah & Gedro, 2014). For instance, companies can conduct workshops or coaching sessions to help employees embrace innovation, adapt to change, and navigate uncertainty. Leaders must set an example and cultivate a work environment that values flexibility and agility. They can do so by being open to new ideas, encouraging risk-taking and experimentation, and promoting a growth mindset among employees.

Tab. 1 - Different generational characteristics from the viewpoint of teamwork and knowledge sharing Source: Tóth-Bordásné & Bencsik, 2011.

Leadership can also promote flexibility and agility by setting an example and creating a culture that values these traits. Leaders can be open to new ideas and willing to try new approaches. They can also encourage employees to take risks and experiment with new ways of doing things. By creating an environment where flexibility and agility are valued, employees are more likely to develop these skills and be more adaptable to change (Perilus, 2020). For instance, leaders can promote a growth mindset and encourage their employees to learn from failures or setbacks, which can help foster a culture of innovation and adaptability.

Need for Adaptation (RQ5)

Adaptation to generational differences in technology use is crucial for establishing a cohesive and thriving multi-generational work environment. It is imperative to recognize that older generations may not have had the same exposure to technology as younger generations. Thus, avoiding assumptions based solely on generational background and focusing on individual strengths and growth areas becomes essential. Embracing innovation and creating inclusive learning experiences through continuous learning and development culture can effectively bridge the gap between different generations and their technological skill sets (Berkup, 2014).

However, it is essential to avoid making assumptions about individuals based solely on their generational background. Instead, we should focus on individual strengths and areas for growth. The experience and knowledge that older generations possess can be valuable in shaping the younger generations' approach to change management. Creating a supportive environment that values continuous learning and development can promote adaptability and bridge the gap between different generations and their technological skill sets (Berkup, 2014). Embracing innovation and using technology to create more engaging and interactive learning experiences can help keep all generations relevant in today's rapidly changing world (Oh & Reeves, 2014).

Flexibility and Agility

As the modern workforce evolves, the ability to adapt quickly and efficiently becomes increasingly imperative for success in the workplace. This is due to the ever-changing nature of technology, the job market, and the global economy. The ability to adjust to new technologies and trends is essential to stay competitive. Consequently, organizations are placing a higher emphasis on the importance of adaptation and agility, with many companies now actively recruiting employees who can learn new skills and adapt to new environments quickly. Many job postings now specifically list the need for candidates capable of responding quickly to changing conditions and technologies. Studies have revealed generational differences in adaptability to change, which can be attributed to the varying experiences of different age cohorts. Specifically, younger generations exposed to technology from an early age are more likely to be familiar with new technologies and adapt to them quickly. In comparison, older generations may possess valuable experiences and knowledge that can aid them in adapting to change, yet they have a learning curve when it comes to technology (Oh & Reeves, 2014b).

To clarify, Baby Boomers, who lived through war and recessions causing momentous social and economic changes, may have developed valuable skills and strategies applicable to today's fast-paced and constantly evolving work environments. Therefore, understanding each generation's strengths and unique experiences can help individuals and organizations better navigate and adapt to change (Perilus, 2020).

Flexibility and agility can also be crucial to student success in educational environments. The increasing use of technology in the classroom requires students to adapt quickly to new learning environments and methods. Teachers must be flexible and agile in their teaching approach to meet all students' needs, regardless of their generational background (Oh & Reeves, 2014). For instance, Generation Z students may prefer digital learning tools, while Baby Boomers may prefer traditional lecture-style instruction, and teachers must be able to cater to both groups.

Organizational Culture and Climate

Understanding generational differences is crucial to creating a positive, inclusive organizational culture and climate. It involves recognizing the unique perspectives, values, and experiences of individuals from different generations and creating an environment that supports and promotes their contributions.

With each new generation, there are changes in attitudes, beliefs, and expectations that shape their worldview and approach to work. For instance, the Baby Boomer generation (born between 1946 and 1964) tends to prioritize job security and loyalty, while Generation X (born between 1965 and 1980) values work-life balance and autonomy, and Millennials (born between 1981 and 1996) prioritize meaningful work and career development opportunities. Gen Z (born after 1996) is still making its mark on the workforce, but research suggests that they value social responsibility and diversity.

Understanding these generational differences is essential to creating a workplace culture that values diversity and inclusivity. Organizations can create a more positive and supportive environment where everyone can thrive by recognizing and respecting the unique perspectives and values of individuals from different generations. Recognizing the value of intergenerational contribution helps promote effective communication and collaboration across different age groups, leading to better teamwork and problem-solving.

By valuing and embracing diversity, organizations can build a more engaged and productive workforce, leading to improved performance and tremendous success in achieving their goals. Ultimately, creating a positive and inclusive organizational culture and climate requires a commitment to ongoing learning, growth, and development - and a willingness to embrace change and adapt to the needs and expectations of employees from different generations.

Training and Professional Development

The importance of understanding generational differences goes beyond creating a positive and inclusive organizational culture and climate; it can also inform training and development programs for employees or students. By recognizing the unique strengths and weaknesses of individuals from different generations, organizations, and educational institutions can tailor their training and professional development programs better to meet the needs and expectations of each generation.

One key benefit of understanding generational differences in training and development programs is that it can help identify areas of strength and weakness for different generations. For example, research has shown that Millennials and Gen Z are more likely to prioritize soft skills such as communication and collaboration, while Baby Boomers and Gen X tend to value technical skills and experience. By identifying these trends, training and development programs can be designed to meet each generation's specific needs and expectations, leading to more effective and engaging training experiences.

Another benefit of understanding generational differences in training and development programs is that it can help identify targeted training and development opportunities. For example, if Baby Boomers are more likely to value technical skills and experience, training programs can be designed to provide them with opportunities to gain and develop those skills. Similarly, if Millennials and Gen Z are more likely to prioritize soft skills, training programs can be designed to provide them with opportunities to improve their communication, collaboration, and leadership skills.

Understanding generational differences can help training and development programs become more effective and engaging, leading to improved career growth and success for employees and students. Designing training and development programs that recognize the unique perspectives, values, and experiences of different generations, organizations, and educational institutions can create a culture of learning and development that supports the growth and success of all individuals, regardless of their age or background.

Understanding generational differences is crucial for creating a positive and inclusive organizational culture and climate, but it is also essential for designing practical training and development programs. By recognizing individuals' unique strengths and weaknesses from different generations and providing targeted training and development opportunities, organizations and educational institutions can support all individuals' career growth and success while promoting a culture of learning and development.

Discussion and Conclusion

Technology integration into various aspects of society has significantly changed human behavior, communication, and socialization. In this study, we explored the impact of technology and social constructs on workplace and school behaviors across four generational cohorts: Baby Boomers, Generation X, Millennials, and Generation Z. This research has provided an in-depth analysis of the impact of technology and social constructs on workplace and school behaviors across four generations. The study sheds light on how different generations perceive and interact with technology and how these differences intersect with social constructs, communication styles, and diversity and inclusion initiatives. It highlights how these differences impact collaboration, inclusivity, and success in diverse settings. The findings suggest that promoting cross-generational understanding, accommodating diverse communication styles, and implementing inclusive practices can help organizations and educational institutions create more harmonious and effective multi-generational environments.

The findings of this study underscore the importance of organizations accommodating different generational groups' needs and preferences to create more inclusive and productive workplaces and classrooms. Accommodations include developing strategies tailored to each generation's unique characteristics, such as flexible work arrangements, mentorship programs, and training opportunities. Failure to recognize the values of each generation can result in a lack of engagement and high turnover rates. Therefore, recognizing the impact of historical events on generational values and attitudes is critical to effective management, communication, and collaboration in the workplace and education.

Understanding the interplay between technology and political engagement is essential for designing effective communication strategies that bridge the generational divide. Social media has revolutionized political engagement and transformed political influence and public opinion formation, leading to a breakdown in communication and further polarization of opinion. Polarization is reduced with empathy and conflict resolution between generations, and it is essential to foster open and respectful dialogue between them and create opportunities for intergenerational communication and knowledge sharing.

Technology integration into education has revolutionized the learning experience, offering new opportunities for teaching and learning across generations. With the potential to enhance learning outcomes for students of all ages, technology's integration into education promises a brighter future for future generations. However, it is crucial to understand the different learning styles of each generation and ensure that teachers are equipped with the necessary skills to leverage technology in pedagogy and curricular development.

Technology has brought about significant changes in human behavior, particularly in digital communication, social media use, and the creation of digital identities. Digital communication tools have transformed the way young individuals interact with their peers, resulting in heightened socialization and intercultural communication, but also potential negative consequences such as cyberbullying and online harassment. Offline communication allows for a deeper understanding of the message being conveyed, while online communication provides a new platform for interaction and has the potential to connect people from all over the world. It is essential to navigate digital etiquette and understand how to represent oneself online, especially for young people who are more likely to be impacted by the adverse effects of social media.

RQ1 sought to understand how different generations perceive and interact with technology in multigenerational environments. As Kurmanova et al. (2022) illustrated, older generations, such as Baby Boomers, may be more hesitant to adopt advancing technologies, while digital native generations are more likely to integrate them seamlessly into their work and educational experiences. Coates (2007) further emphasized that understanding these generational differences in technology adoption is crucial for designing educational programs and workplace environments that effectively cater to the needs of all generations.

RQ2 explored the unique social constructs that influence workplace and school behaviors across generations and their intersection with technology use. Newell (2022) explained that social constructs, such as communication preferences, can significantly impact how individuals from different generations interact with one another in workplace and educational settings. For example, Millennials and Generation Z may be more inclined to use instant messaging and social media platforms for communication. At the same time, Baby Boomers and Generation X may prefer more traditional methods, such as face-to-face communication, phone calls, or email (Glass, 2007). By considering these constructs, organizations and educational institutions can develop more effective strategies for fostering communication and collaboration across generations.

RQ3 investigated the impact of digital communication tools and social media platforms on workplace and school behaviors across generations. Grazia (2022) found that social media use varies among generations, with younger individuals being more prone to adverse effects such as decreased attention spans and increased risk of cyberbullying. Organizations and educational institutions must be aware of these potential risks and develop strategies to mitigate them, such as promoting responsible digital habits and implementing programs that raise cyberbullying awareness (Amayah & Gedro, 2014).

RQ4 examined how different generations approach collaboration and teamwork. It also examined how this can be leveraged to promote effective communication and collaboration in multi-generational environments. Molinari and Grazia (2021) argue that organizations could benefit from fostering cross-generational collaboration and implementing mentoring programs, as this can help bridge generational gaps and promote greater understanding and learning between different age groups. By doing so, organizations can capitalize on each generation's unique strengths and perspectives, ultimately enhancing productivity and innovation (Lewis & Wescott, 2017).

RQ5 explored how generational differences in perceptions of diversity and inclusion impact workplace culture and diversity initiatives' success. Perilous (2020) demonstrated that understanding and addressing generational differences in attitudes toward diversity and inclusion is essential for creating a harmonious and inclusive workplace environment. By implementing strategies that cater to each generation's unique needs and expectations, organizations can create more inclusive and supportive environments for all employees, ultimately benefiting from the diversity of perspectives and experiences that different age groups bring to the table (Ng & Parry, 2016).

In conclusion, understanding the impact of technology and social constructs on generational attitudes and behaviors is crucial for creating more inclusive and productive workplaces and classrooms, fostering intergenerational communication and knowledge sharing, and enhancing learning outcomes for students of all ages. As technology continues to evolve, it is crucial to stay updated with its impact on society and adjust strategies to ensure everyone can thrive in today's fast-paced, technology-driven world.

Implications for Further Research

The author(s) propose further study using (Colorafi & Evans 2016) descriptive research to understand further the context of applying Manheim's theory of generations to the problems of 21st-century socialization, actualization, and deriving the meaning of GenZ lives. This study expresses the duality (risks) of invalidation by prior generations and becoming innocuous through sociologically induced marginalization that symptomizes GenZ's existence against the values of actualization and self-determination, which bring meaningful existence, expression, and connections.

Through a descriptive collective, the researcher(s) intends to understand the participants' most meaningful experiences by "describing moments of time and space and reflecting upon to understand unities and discontinuities (Clandinin & Connelly, 2004)." According to Doyle et al. (2020), the advantage of descriptive qualitative studies is a detailed summary of the everyday situation that stays close to the participants' experiences, such as feeling obscure, unimportant, and invalid. According to Sandelowski (2000), a descriptive study is best when the researcher has already defined the study's phenomenon. Therefore, a descriptive qualitative study is valuable for exploring the participants' descriptions of this phenomenon.

The clearly defined phenomenon of this study is how GenZ experiences its purpose. That purpose is to determine what was previously unknown: how GenZ succeeded in the 21st century under conditions of invalidation from prior generations and by resolving the problem statement.

Given that technology is an integrated phenomenon, it is unknown how GenZ can collaborate with and draw from past generational knowledge to transform former constructs into 21st-century approaches to actualization.

Populations

General Population. The general population for this study is college students.

Target Population. The target population for this study is college students studying at Collin College in Texas.

Sample. The random sample for this study will be those responding to an email to scan a QR code on a poster at Collin College in Texas. The inclusion criteria will be (a) Collin College students, a minimum of (b) 100 students at Collin College in Texas. No student demographics will be collected except a self-report of generational alignment. Through informed consent, the students can drop out of the study at any time and be informed that the data collection will be confidential.

Sources of Data

The researcher will collect data through two sources. The data sources will be (a) a minimum of 100 online surveys and (b) four focus groups, five participants each, included from the participants individually surveyed attending Collin College in McKinney, Frisco, and Plano, Texas. The online surveys will be thematically coded, and the coded themes will become the focus of group sessions.

Benefits of Research

Further data collection will serve to advance scientific knowledge.

" The research will identify practice-oriented constructs that might become best practices for GenZ academics and workplaces.

" Evaluate the benefits to society for an actualized GenZ free from judgment and invalidation of prior generations, achieving support.

Risks of the Study

This study is limited in scope, has no governed risk, and should receive Exempt IRB approval.

Risk 1. - Harm to research participants. In keeping with Belmont (Miracle, 2016), no harm outweighs the benefits to subjects unless disclosed and mitigated. This study does not harm.

Dr. Michaerl W. Smart, Ph.D., is a psychologist and will supervise all research to ensure the interview guide is followed and no off-topic discussion harms any participants.

Remediation. If the participant of any unlikely difficult episode raises a discussion, the participant will not be cut off, although the interviewer will be trained to follow up with a question that explicitly deflects back onto the interview guide created from the original survey themes.

Risk 2. - Release of confidential information. In keeping with Belmont (Miracle, 2016), human subject research must avoid the appearance or opportunity for organizational or societal retaliation due to participation. The subjects narrated in the focus groups will be kept confidential. Although no study can keep focus group members (Carey, 2016) fully anonymous, there is an implication that the focus group members will respect one another privacy as a condition of informed consent.

Remediation. Although the focus group must be digitally recorded, the recording will be maintained on Collin College One Drive for three years, and after that, it will be destroyed. Only IRB members will have access to the recording(s). In addition, names will be anonymized with a pseudonym name generator to maintain confidentiality.

Confidentiality. Confidentiality will be maintained as is practicable given the descriptive research model with multiple participants in focus groups. That said, focus groups have proven to produce rich data with little or no increase in exposure to risk.

The following procedures ensure confidentiality.

1. The researcher conducted the interviews, assuming the findings were confidential.

2. The researcher advised the subjects that the research results were confidential.

3. The researcher anonymized direct participants' identities via pseudonym names and indirect participants via pseudonyms reflecting their role in their lives.

4. The researcher chose the most purposive participants to objective research outcomes.

5. The researcher recorded and transcribed the interviews via Zoom® software.

6. The research asked the participants to review and approve the recordings and transcriptions.

7. The researcher verbally instructed focus groups about the participants' confidentiality and anonymity of the indirect participants, such as VIPs, identified only by role.

References

Amayah, A. T., & Gedro, J. (2014). Understanding generational diversity: Strategic human resource management and development across the generational "divide." New Horizons in Adult Education and Human Resource Development, 26(2), 36-48.

Bennett, S., Maton, K., & Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786.

Berkup, S. B. (2014). Working with generations X and Y in generation Z: Management of different generations in business life. Mediterranean Journal of Social Sciences, 5(19), 218.

Coates, J. (2007). Generational learning styles. LERN Books.

Cookson Jr., P. W. (2009). What Would Socrates Say? Educational Leadership, 67(1), 8-14.

Dimock, M. (n.d.). Defining generations: Where Millennials end, and Generation Z begins. Pew Research Center. Retrieved April 4, 2023, from https://www.pewresearch.org/fact-tank/2019/01/17/where-millennials-end-and-generation-z-begins/

Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, 39(2), 98-103. https://doi.org/10.1108/00197850710732424

Grazia, V. (2022). A longitudinal study of school climate: Reciprocal effects with student engagement and burnout. Psychology in the Schools, 59(8), 1521-1537. https://doi.org/10.1002/pits.22691

Lewis, L. F., & Wescott, H. D. (2017). Multi-generational workforce: Four generations united in lean. Journal of Business Studies Quarterly, 8(3), 1.

Mannheim, K. (1952). The sociological problem of generations. Essays on the Sociology of Knowledge, 306, 163-195.

Molinari, L., & Grazia, V. (2021). Students' school climate perceptions: Do engagement and burnout matter? Learning Environments Research. https://doi.org/10.1007/s10984-021-09384-9

Newell, M. (2022). Understanding millennial and post-millennial students. www.collegematter.us

Ng, E. S., & Parry, E. (2016). Multigenerational Research in Human Resource Management. In M. R. Buckley, J. R. B. Halbesleben, & A. R. Wheeler (Eds.), Research in Personnel and Human Resources Management (Vol. 34, pp. 1-41). Emerald Group Publishing Limited. https://doi.org/10.1108/S0742-730120160000034008

Oh, E., & Reeves, T. C. (2014a). Generational differences and the integration of technology in learning, instruction, and performance. Handbook of Research on Educational Communications and Technology, 819-828.

Oh, E., & Reeves, T. C. (2014b). Generational differences and the integration of technology in learning, instruction, and performance. Handbook of Research on Educational Communications and Technology, 819-828.

Perilus, B. (2020). Engaging four generations in the workplace: A single case study. University of Phoenix.

Schneier, B. (2012). Liars and outliers: Enabling the trust that society needs to thrive. Wiley.

Wright, P. M., Dunford, B. B., & Snell, S. A. (2001). Human resources and the resource-based view of the firm. Journal of Management, 27(6), 701-721. https://doi.org/10.1177/014920630102700607

Zachos, E. (2015, November 14). Technology is changing the Millennial brain. PublicSource. http://www.publicsource.org/technology-is-changing-the-millennial-brain/

Appendix A. - Informed Consent and Qualifications

You are being recruited for participation in research entitled:

The Impact of Technology and Social Constructs on Workplace and School Behaviors Across Four Generations

I am a student under the direction of Collin College Professor Dr. Michael W. Smart, Ph.D. - a Psychologist at Collin College. My name is Morgan McJunkin. I am conducting a research study to explore how various generations, now college students, view

The Impact of Technology and Social Constructs on Workplace and School Behaviors Across Four Generations

I am recruiting individuals for participation in this research that meet these criteria:

(a) You are a student at Collin College.

(b) You are over 18 years old.

You CAN NOT be in this study if:

(a) You are NOT currently attending college in Texas.

(b) You are NOT at least 18 years old.

The activities for this research project will include:

o Take part in an online survey (immediately after this consent is complete)

o Agree to be potentially selected for a focus group interview of 60 to 90 minutes.

o Review the focus group's one-pager of definitions before the interview.

o Review and approve the transcript of your focus group interview, which is about 30 minutes, within five days of the focus group interview.

Your participation in this study is voluntary.

You may receive course extra credit.

You will receive:

(a) a $10 gift card for returning the transcript review within five days, and,

for participating in the focus group.

All data in this study will be protected by:

(a) your name is de-identified by a number used to replace any personal identification

(b) the study data will be encrypted with limited access and

(c) all study data will be destroyed in 3 years, approximately May 30, 2027.

You may drop from the study at any time for any reason with no repercussions. If you drop out of the study, all data and information will be destroyed immediately.

Study Procedures: The time to conduct the online survey is approximately 45 minutes. The time to participate in the focus group is 60 to 90 minutes.

Benefits: The study may yield valuable information about advancing scientific knowledge of academic success for GenZ in collaboration with other generations in academia and the workplace.

Risks: The only risk in the study is the inadvertent release of sensitive information collected during the study. However, this study is anonymous, and your documents will be labeled with subject numbers, which will not be connected to your identifying information in any documentation.

Right to Refuse: Participation is voluntary. Participants may choose not to participate or to withdraw from the study at any time without penalty or loss of any benefit to which they might otherwise be entitled. Refusal to participate will involve no penalty or loss of benefits to which the participant is otherwise entitled.

Privacy: Results of the study may be published, but no names or identifying information will be included in the publication. Participant identity will remain confidential unless disclosure is required by law.

Signatures: This study has been discussed with me, and all my questions have been answered. I may direct additional questions regarding study specifics to the investigators. For questions regarding my rights as a research participant, I can contact the Collin College Institutional Review Board at 972-548-6567 or IRB@collin.edu." I verify that I am 18 years of age or older, and I agree to participate in the study described above.

Signature of Participant___________________________________ Date__________________

Survey Questions

Do you agree that you meet the criteria to be included in the study?

Which Generation do you self-report belonging to?

Please select the best answer that describes your attitude toward social media.

Enabling (Experiences) Validating (understandings) Connecting( Relationship) Propogandizing (political) Dangerous

Please select the best answer to the question of attitudes toward educational pedagogy.

Do you prefer traditional lecture-based classes or project-based classes?

How vital is place-based education to you?

How important is the personalization of learning to you?

Do you prefer tests or workshops to assess your learning?

How important is technology in the classroom to you?

Are you a student at Collin College?

What academic Program are you engaged in at Collin College?

Do you agree to be part of a focus group?

Name _________________________

Collin College email address __________________

Please follow this link to the survey and complete it.

1. How often do you use social media for school or work-related communication or collaboration? (a) Daily (b) Weekly (c) Monthly (d) Rarely (e) Never

2. How comfortable are you using social media for work-related communication or collaboration? (a) Very comfortable (b) Somewhat comfortable (c) Neutral (d) Somewhat uncomfortable (e) Very uncomfortable

3. What social media platforms do you use most frequently for work-related communication or collaboration? (a) Facebook (b) LinkedIn (c) Twitter (d) Instagram (e) TikTok (f) Other

4. How does social media impact your productivity at school or work? (a) Positively (b) Negatively (c) No impact

5. How does social media impact your ability to disconnect from work outside of office hours? (a) Positively (b) Negatively (c) No impact

6. Do you feel that social media positively or negatively impacts academic or workplace collaboration and communication? (a) Positive (b) Negative (c) No impact

7. How do you feel about social media use in acedmia and the workplace? (a) It's essential for effective communication and collaboration (b) It's helpful, but should be used in moderation (c) It's not necessary for effective communication and collaboration (d) It's a distraction from work

8. Do you feel that different generational cohorts have different attitudes towards social media use in the workplace? (a) Yes (b) No

9. How do you think social media use impacts workplace behaviors and attitudes among different generational cohorts? (a) It brings different generations together (b) It creates divisions among different generations (c) It has no impact on generational differences

10. Please answer the following about social media in acedemia and the workplace. Social media is (a) relatable (b) destructive (c) informational (d) fact (e) supportive (f) encouraging (g) validating

11. Given your answer to number (10) does social media pose a existsential threat to your personal freedom and autonomy?

12. How important is social media use for effective communication and collaboration in the acedemia and the workplace? (a) Very important (b) Somewhat important (c) Neutral (d) Somewhat unimportant (e) Not important at all

Appendix B. - Focus Group Interview Guide

Focus Group Interview Guide

What are your attitudes towards different forms of learning (e.g., tests, workshops, project-based learning, and place-based learning)?

How important do you think it is for the classroom/workplace to accommodate different learning styles and preferences?

Have you ever experienced any generational divides in the classroom/workplace? If so, could you describe them?

To what extent do you think social constructs (e.g., gender, race, ethnicity, age) influence workplace/classroom behavior?

How would you rate your communication skills when working with people from different generations?

What types of workplace/classroom behaviors do you think are most influenced by generational differences (e.g., communication, leadership, teamwork)?

What do you think are the most important values in the workplace/classroom (e.g., creativity, respect, collaboration)?

What are your preferred methods of communication (e.g., email, phone, in-person) in the workplace/classroom?

How do you handle conflicts or misunderstandings with people from different generations?

What are your opinions on workplace/classroom diversity and inclusion?

How do you think social media has influenced workplace/classroom behavior and communication?

What are your opinions on remote work or online learning?

How important is work-life balance to you?

How do you feel about receiving feedback from people of different generations?

How do you think workplace/classroom behavior has changed over time, and what factors have contributed to these changes?

How would you describe your work values and attitudes towards work?

How important is work-life balance to you?

How important is social responsibility and sustainability in the workplace?

How do you prefer to communicate in the workplace?

How do you feel about authority in the workplace?

How important is technology in the workplace to you?

How important is personal development and career growth to you?

How do you prefer to receive feedback in the workplace?

How do you prefer to collaborate with colleagues in the workplace?

How do you feel about flexible work arrangements, such as remote work or flexible schedules?

How important is diversity and inclusion in the workplace to you?

How do you feel about performance metrics, such as quotas or sales targets?

How important is recognition and rewards for your work?

How do you feel about hierarchical structures in the workplace?

How essential is teamwork and collaboration in the workplace to you?

You could also include questions specific to the classroom setting, such as:

Do you prefer traditional lecture-based classes or project-based classes?

How vital is place-based education to you?

How important is the personalization of learning to you?

Do you prefer tests or workshops to assess your learning?

How important is technology in the classroom to you?