generation xers lived experiences in the workforce while navigating between baby boomers and

415 Pages·2015·3.32 MB·English

DISSERTATION

STUCK IN THE MIDDLE: GENERATION XERS LIVED EXPERIENCES IN THE
WORKFORCE WHILE NAVIGATING BETWEEN BABY BOOMERS AND
MILLENNIALS, AND PERCEIVED IMPACT ON THEIR JOB SATISFACTION

Submitted By:
Suzanne Armatas Dickson
School of Education

In partial fulfillment of the requirements
For the Degree of Doctor of Philosophy
Colorado State University
Fort Collins, Colorado
Spring 2015

Doctoral Committee:

Advisor: Susan A. Lynham

Jackie Peila-Shuster
Michael Steger
Barbara Wallner
Copyright by Suzanne Armatas Dickson 2015

All Rights Reserved
ABSTRACT
STUCK IN THE MIDDLE: GENERATION XERS LIVED EXPERIENCES IN THE
WORKFORCE WHILE NAVIGATING BETWEEN BABY BOOMERS AND
MILLENNIALS, AND PERCEIVED IMPACT ON THEIR JOB SATISFACITON

Generation Xers are defined as those individuals born between the years of 1965-1980,
and represent between 46-49 Million in the U.S. population, and are considered a much smaller
cohort than Boomers (80 Million) and Millennials (78 Million). Gen Xers argue that they are
overshadowed by the notable influence of the Boomers and a perceived anticipation of the
Millennials to become “the next great generation” in the workforce and as such, describe
themselves as “stuck in the middle” while waiting for Boomers to retire so they may advance in
their careers. However, pronounced demographic trends may have exacerbated Gen Xers’
perceptions of neglect and being stuck in the middle. These demographic trends include Boomers
continuing to work and Millennials entering the workforce and bringing with them vastly
different work preferences, values and expectations than the proceeding generational cohorts.
These two dimensions --Boomers continuing to work, and Millennials entering and beginning to
influence the workforce--suggest a potentially enigmatic challenge for the smaller but still
relevant cohort of Gen Xers with the potential impact on Gen Xers being relatively unknown.
This exploratory study was to examine the unique workforce experiences of Gen Xers as
it related to being stuck between the Baby Boomers and Millennials and thereby, gain
understanding of the perceived impact to their job satisfaction. To describe, understand and find
meaning in the participants co-constructed findings, a hermeneutic phenomenology methodology
was utilized that was grounded in a constructivist paradigm. The findings from this study
ii
represent the individual, shared and co-constructions of six participants which resulted in twelve
global themes. The twelve themes include: 1: “Stuck in the middle” is experienced and
expressed differently by Gen Xers; 2: Gen Xers have anxiety about their professional future; 3:
There are challenges unique to Gen Xers; 4: Gen Xers have perceptions about themselves and
their work role; 5: There are generational similarities and differences; 6: Unique work culture
impacts generational issues; 7: There may be economic influences on their career; 8: Historical
context shapes who Gen Xers are as adults; 9: Baby Boomer influences contribute to job
dissatisfaction; 10: Extrinsic motivators; 11: Intrinsic motivators; 12: Job satisfaction or
dissatisfaction can carry over to life. The global themes are further comprised of organizing and
basic themes to provide additional breadth and depth of understanding of this phenomenon.
The study concludes by acknowledging that the voices of the Generation X participants
have been heard through the compilation of their personal stories. It is noted that their stories and
experiences were largely influenced by three primary factors which include recognition of the
individuality of Gen Xers, lack of mutual exclusivity between generational cohorts, and the
significance of context in understanding one’s lived experience. Finally, drawing from the
findings, recommendations are provide to inform research, theory and practice.

iii
ACKNOWLEDGEMENTS
The journey to complete my dissertation has certainly been a life time dream and labor of
love. There are a number of people, without whose support, it would not have been possible. As
such, I am deeply indebted to my family, colleagues and committee who graciously stood beside
me while I pursued my dreams of obtaining my PhD. Sincere thanks and gratitude for my
committee: Dr. Susan Lynham, Dr. Michael Steger, Dr. Jackie Pelia-Shuster, and Dr. Barbara
Wallner. I was honored and humbled to work with such a distinguished committee and feel
academically enriched through my time and experiences with these individuals. A special thanks
to my advisor, Dr. Susan Lynham, for her guidance and mentorship. Through Sue’s patience and
unwavering support, I learned to see with soft eyes and navigate through the long grass.
Whenever I felt lost, overwhelmed or just deflated, Sue helped me find my way back to a place
of focus. I am eternally grateful for her knowledge and kindness.
For my family, I am so grateful for your support and encouragement during this journey.
To my sister Nancy who believed in me when I did not believe in myself and whose constant
support and faith in my ability allowed me to have the confidence to just “show up”. To my
sister Julie who provided unconditional love and support throughout my journey. To my children
who complained that “mommy works all the time” but also acknowledged “mommy, we’re
proud of you”, I so appreciate your sacrifices so mom could pursue her dreams. I am incredibly
inspired by the two of you every day in your curiosity for learning and approach towards life. To
my parents who are neither physically nor mentally with me to see the final work, dedication and
outcome of my efforts but who certainly are considered the wind beneath the wings and the
overwhelming motivation for my success. And, finally, to my husband who said five years ago
“just go do it” and was always willing to give me that nudge that I needed to keep me moving
iv
forward. You are the unsung hero and I am very grateful to you and recognize the personal and
professional sacrifices that you made that allowed me to accomplish this goal. To each of you I
want to once again say thank you. This experience has been a profoundly meaningful journey for
me, both personally and professionally, and each of you has played a special role. I am grateful
for your friendship and support. As this phase of my journey ends, another phase begins. It is my
profound wish that we remain a part of each other’s journey.

v
DEDICATION
This dissertation is dedicated to my children, Ava and Ben, so it may inspire you to
always believe in yourself, pursue your dreams and embrace the love of learning.
vi
TABLE OF CONTENTS
ABSTRACT .................................................................................................................................... ii

ACKNOWLEDGEMENTS ........................................................................................................... iv

DEDICATION ............................................................................................................................... vi

LIST OF TABLES ....................................................................................................................... xiii

LIST OF FIGURES ...................................................................................................................... xii

CHAPTER ONE: INTRODUCTION ............................................................................................. 1
Background of the Problem .............................................................................................................2
Statement of the Problem .................................................................................................................7
Purpose Statement ............................................................................................................................9
Research Questions ........................................................................................................................10
Methodology and Methods ............................................................................................................11
Phenomenology..................................................................................................................... 13
Hermeneutic Phenomenology ............................................................................................... 13
Guiding Process for the Methods Choices and Use in the Study ......................................... 16
Participant Selection ......................................................................................................... 16
Data collection and analysis.............................................................................................. 17
Key Issues of Quality ............................................................................................................ 18
Summary ............................................................................................................................... 21
Significance of the Study ...............................................................................................................22
Informing Theoretical Frameworks ...............................................................................................23
Mannheim’s Generational Theory ........................................................................................ 23
Herzberg’s Hygiene-Motivator Theory of Job Satisfaction.................................................. 25
Researcher’s Perspective ...............................................................................................................27
Operational Definitions ..................................................................................................................28
Delimitations and Ensuing Limitations .........................................................................................30
Assumptions ...................................................................................................................................32
Organization for the Remainder of the Study ................................................................................33

CHAPTER TWO: LITERATURE REVIEW .............................................................................. 34
Methodology ..................................................................................................................................35
Description of Literature Searches ........................................................................................ 36
Analysis and Synthesis of Selected Literature ...................................................................... 37
Defining Generations .....................................................................................................................37
Generational Theory ......................................................................................................................41
Mannheim’s Theory of Generations ..................................................................................... 42
Contemporary Perspectives on Generational Theory ........................................................... 43
Generational Profiles .....................................................................................................................44
Baby Boomers ....................................................................................................................... 47
vii
Baby Boomer Characteristics ............................................................................................... 47
Current Trends for Baby Boomers ........................................................................................ 48
Generation X ......................................................................................................................... 51
Generation X Characteristics ................................................................................................ 52
Current Trends for Generation X .......................................................................................... 53
Millennials ............................................................................................................................ 55
Millennial Characteristics ..................................................................................................... 56
Current Trends for Millennials ............................................................................................. 57
Similarities and Differences among Generations ..........................................................................58
Job Satisfaction ..............................................................................................................................64
Job Satisfaction Defined ....................................................................................................... 64
Job Satisfaction and Performance ......................................................................................... 65
Job Satisfaction Theory..................................................................................................................67
Herzberg’s Hygiene-Motivator Theory of Job Satisfaction.................................................. 68
Job Satisfaction and Generations ...................................................................................................70
Summary ........................................................................................................................................75

CHAPTER THREE: METHODOLOGY AND METHODS ...................................................... 77
Methodological Framework ...........................................................................................................78
Phenomenology..................................................................................................................... 80
Hermeneutic Phenomenology ............................................................................................... 84
Guiding Process for the Methods Choices and Use in the Study ..................................................89
Participant Selection ............................................................................................................. 95
Data Collection ..................................................................................................................... 97
Sites ....................................................................................................................................... 98
Data Analysis ........................................................................................................................ 98
Saturation of Participants .................................................................................................... 101
Write Up and Dissemination ............................................................................................... 102
Ensuring the Address of Key Issues of Quality ...........................................................................103
Trustworthiness ................................................................................................................... 103
Authenticity......................................................................................................................... 107
Voice ................................................................................................................................... 109
Ethics................................................................................................................................... 109
Conclusion ...................................................................................................................................111

CHAPTER FOUR: REPORT ON FINDINGS ........................................................................... 114
Part I: Generation X Participant Profiles ....................................................................................130
Part II: The Lived Experiences of Gen Xers ...............................................................................148
Global theme 1: “Stuck in the Middle” is Experienced and Expressed Differently by Gen
Xers ..................................................................................................................................... 149
Global Theme 2: Gen Xers Have Anxiety about Their Professional Future ...................... 171
Global Theme 3: There are Challenges Unique to Gen Xers ............................................. 187
Global Theme 4: Gen Xers have Perceptions about Themselves and Their Work Role .... 208
Global Theme 5: There are Generational Similarities and Differences .............................. 224
Global Theme 6: Unique Work Culture Impacts Generational Issues ............................... 245
Global Theme 7: There may be Economic Inlfuences on Their Career ............................. 255
viii
Global Theme 8: Historical Context shapes who Gen Xers are as Adults ......................... 262
Global Theme 9: Baby Boomers’ Influences Contribute to Job Satisfaction ..................... 280
Global Theme 10: Extrinsic Motivators ............................................................................. 290
Global Theme 11: Intrinsic Motivators............................................................................... 304
Global Theme 12: Job Satisfaction or Dissatisfaction can carry over to Life .................... 321
Part III: Conclusion .....................................................................................................................329

CHAPTER FIVE: CONCLUSIONS .......................................................................................... 331
Revisiting the Research Questions...............................................................................................332
Individuality of Gen Xers ............................................................................................... 337
Lack of mutual exclusivity.............................................................................................. 338
The significance of context ............................................................................................. 339
Revisiting the Study’s Philosophical Posture ..............................................................................343
Critical Theory .................................................................................................................... 345
Implications for Theory, Research and Practice ..........................................................................347
Implications for Theory ...................................................................................................... 348
Implications for Research ................................................................................................... 350
Implications for Practice ..................................................................................................... 353
Recommendations for Organizations .............................................................................. 353
Recommendations for Gen Xers ..................................................................................... 356
Personal Reflections.....................................................................................................................358
Conclusions ..................................................................................................................................360

REFERENCES ........................................................................................................................... 360

APPENDIX A: PRE-QUALIFIER QUESTIONNAIRE ............................................................ 379

APPENDIX B: INVITATION TO PARTICIPATE ................................................................... 380

APPENDIX C: INTEVIEW GUIDE .......................................................................................... 381

APPENDIX D: IRB SUBMISSION ........................................................................................... 387
ix