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The entry of generation Z employees into workforce poses new challenges for managers in designing learning and development interventions as they are better informed and well-equipped to access the available information. This paper investigates how training comprehensiveness serves their unique developmental needs.

Employees responded to the online survey on training comprehensiveness, person-job fit, and task significance while the data on task performance was collected from their supervisors. In total, 215 complete and valid responses were received. Gender, age, education level and industry type were used as control variables and the statistical analysis was performed using SPSS and RStudio.

Findings indicate that generation Z employees aim for person-job fit as a proximal outcome and task performance as distal outcome of training. Also, task-significance mediates the relationship between person-job fit and task performance. Apart from the indirect path which involves mediation of person-job fit and task significance, the direct impact of training on task performance is also noticed. Interestingly, the older colleagues do not display such behavior

This is the first empirical study that investigates the developmental needs of generation Z employees and integrates the elements of task design and training needs together. With their better skills to access increasing job opportunities, generation Z employees use training to meet the job demands. Thus, person-job fit, and task significance are found to be better performance drivers than training for generation Z, but training adds to their performance through person-job fit as well.

With the increasing turnover intention worldwide, psychological ownership is gaining traction. Considering the significance of the same for the development and growth of an organization, this paper explores the mechanism to promote psychological ownership and how generational differences contribute to the same.

A questionnaire was designed and circulated to 1450 employees covering Generation X, Y, and Z. A total of 378 usable responses were received and subjected to Process Macro Model 7 to test seven hypotheses. SPSS was used to test the reliability and validity of the dataset, and RStudio was used for the Confirmatory Factor Analysis.

The findings supported the moderated mediation model between psychological ownership (PO) and psychological availability (PA). Here, meaningfulness (MN) was the mediator, and age was the moderator. The paper suggests that Generation Z experiences significantly lower psychological ownership (PO) and psychological availability (PA) compared to their elder colleagues. The indirect effect of PA on PO through meaningfulness was significant for all generations, and the generational transition also introduced significant changes.

This is the first study to examine the generational differences in psychological ownership among employees. Accordingly, this research adds to the organizational development literature and suggests that human resource managers design customized interventions for promoting psychological availability. Also, the organization needs to maintain demographic diversity to facilitate learning and development.