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This paper compares the work values of the People's Republic of China's (PRC) millennials with their parents.

The Chinese version of the multidimensional work ethic profile (1. productive use of time; 2. centrality of work; 3. hard work; 4. delay of gratification; 5. leisure; 6. self-reliance; and 7. moral reasoning) was used to survey PRC millennials and their parents. A repeated measures analysis of variance (ANOVA) was used for comparing work values for a subsample of 68 same-gender parent/child dyads. A one-way ANOVA was used for comparing the work values of the total sample of 217 PRC millennials and their parents.

The repeated measures ANOVA found that one of the seven work values for the male dyads and three of the seven work values for the female dyads were significantly different. The one-way ANOVA found that four of the seven work values for males grouping and five of the seven work values for the females grouping were significantly different.

Social norms and socialization by parents may moderate the influences of changing social conditions on personal values formation predicted by the theory of generations. Researchers need to sample across demographic and socioeconomic subgroups to understand subgroup differences when conducting cross-generational research. Taking large samples, aggregating data and drawing conclusions about cross-generational values may not be a valid approach in trying to understand the complexity of cross-generational values differences.

Managers should be wary of broad declarations about cross-generational values differences. The differences in generational values are nuanced.

This paper shows when controlling for same-gender parents, cross-generational values are very similar. This contrasts other findings on cross-generational values.

This chapter seeks to explore the nature of and motivations for cross-generational relationships, and to examine how these relationships structure, limit and enable access to schooling for youth in Ndola (Zambia). Amidst increasing HIV infection rates and decreasing economic opportunity, youth experiences in and outside of school provide information about the impact of macro-level influences, particularly global economic trends and the HIV/AIDS pandemic, on the lives of these young women. Utilizing qualitative methods that seek to explore the lived realities of Zambian youth, this study examines perceptions of the phenomenon of “sugar daddies” and how they are seen to effect educational access and opportunity for young women. Although the study finds that young women are finding ways to cope with being enmeshed in a context characterized by severe economic decline and an extensive HIV/AIDS crisis, the strategy of securing a “sugar daddy” is one that may result in deadly infection and social isolation. Furthermore, policymakers in Zambia can and should take the opportunity to rethink austerity measures and hostility to social spending as well as the content of public health education.

The purpose of this paper is to explore the issues around a multiple generational workforce and more specifically, the challenges and benefits for education providers and employers.

Reviewing research papers, analysing academic texts, interrogating market intelligence and contextualising case studies, the paper examines the “experience” or “qualifications” debate alongside the similarities, differences and overlaps of the cross‐generational workforce, with a view to offering education/training solutions.

Demographic forecasts suggest that the UK workplace will imminently be dominated by older, experienced employees. As the composition of the workplace shifts, examining the inter‐relationship between groups of workers of different ages/profiles who have different skills, attitudes, expectations and learning styles is vital. The synergy caused by this inter‐mingling cannot help but impact on employers, sectors and higher education institutions.

Data around the “older” graduate is not readily available – there is still an implicit belief that “graduate” means approximately 21/22 years old. Whilst many general demographic forecasts are produced, the future is still relatively unknown.

The paper builds upon the authors’ own original research into the employment market from an HE perspective. Little has been so far published around how the generations might usefully work together, especially the idea of adapting the skills and maximising on the overlaps of different generational profiles. The exploration of the hybrid graduate is also a new area for academic research.

Interest in generational research has garnered a lot of attention, as the workplace is seeing multiple generations (i.e., the Silent Generation, Baby Boomers, Gen Xers, and Millennials) working side-by-side for the first time. However, it is unclear how multiple generations of workers interact with each other and affect the workplace. Although there is extant literature on generational differences, some scholars have argued that the effect sizes are small and the differences are not meaningful. The focal aim of this chapter is to present the current state of literature on generational research. We present the relevant conceptualizations and theoretical frameworks that establish generational research. We then review evidence from existing research studies to establish the areas of differences that may exist among the different generations. In our review, we identify the issues arising from generational differences that are relevant to human resource management (HRM) practices, including new workforce entrants, aging workers, the changing nature of work and organizations, and leadership development. We conclude with several directions for future research on modernizing workplace policies and practices, ensuring sustainability in current employment models, facilitating future empirical research, and integrating the effects of globalization in generational research.

HR managers have known for many years about the demographic time bomb, and more recently have been urged to take age positive1 approaches to the management of their organisations. However, conversations and seminars with many of those who devise and steer human resource management policies in organisations, suggest that understanding of demographic change is sometimes limited and coping strategies often absent or inchoate. This paper will briefly explore the demographic context and comment briefly on the main policy responses in relation to workforce issues. It will then consider the sorts of measures that might be needed to make work compatible with a significantly older working population. Taken together, these strands will hopefully weave a picture that meets our purpose of forward looking conjecture.

Given continuing gender inequality in the upper echelons of organizations, women's leadership aspirations and orientations are of significant research interest. Controversy remains as to whether today's “Millennial” college women approach work with different leadership aspirations and attitudes than previous generational cohorts. This study compares the leadership and achievement orientations of college women leaders from 1985 to 2015, along with peer comparators from 2015.

Data were obtained from attendees at a conference for college women leaders in 1985 and 2015; male and female comparators were surveyed in 2015.

Comparing 1985 and 2015 cohorts of college women leaders suggests both similarity and change, as well as differences between women leaders and their male and female peers. Women leaders from 2015 demonstrated no differences in intrinsic direct achievement, lower self-esteem and higher power apprehension and lower levels of leadership motivation compared to the 1985 cohort. Millennial women leaders reported higher intrinsic direct and power direct achievement than male and female peers, with men higher on competitive achievement than either female group. Millennial women were more concerned about workplace gender equity, about sharing household responsibilities and were more favorable toward using external childcare while working compared to male peers.

Implications for developing young women with leadership potential are discussed.

These results make a strong contribution to understanding the leadership aspirations, achievement orientations and work–life expectations of the next generation of organizational leaders.

Older workers are an increasingly important part of the workforce yet their job motivation can be low. This paper sets out to look at the possible reasons for this and to suggest how their disengagement can be addressed through development and training.

A range of research and other relevant literature is reviewed. Real life experiences with older workers' development are reported and practical suggestions made for implementation.

Motivation and engagement are affected by organisational policies and culture as well as self stereotyping and perceptions of others. Engagement can be significantly improved through a range of measures including targeted development.

The main implications are that addressing psychological disengagement is not a quick fix. L&D staff will need a wide influence across the organisation and time to see the measures take effect.

This is the first report bringing together a disparate range of data around older workers' engagement and relating these directly to training and development. It will be of value to HR, L&D and Equality professionals.

This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.

Research on mentorship has been dominated by the West and little is known about the cultural variations of the mentoring phenomenon in Asian countries. A richer understanding of the cultural context that is more attuned to mentoring experience in Asia can help to improve workplace experience, in general, for those working in and for those who intend to work in the region. This chapter captures the important theoretical lenses in the mentoring literature, and also provides a clear demarcation between negative mentoring and dysfunctional mentoring. This is followed by contextualizing mentoring as per four of Hofstede's six cultural dimensions by dwelling on mentoring experience in countries such as China, India, Pakistan, Japan, South Korea and Taiwan. It is hoped that this chapter will pave the way for further research, which may be a precursor for theory development.