Running Head: PREMISE 1

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Generation Z

 

University

PSYC 8115

Professor

June 11, 2017

 

 

 

 

Short Background

The generational cohort is one of the categorical terms used to describe broad swaths of individuals (Rumbaut, 2004). There are currently four generations working side by side in today’s workforce, yet very soon, there will be a fifth adding to the mix as the oldest generation ages out of the workforce and enters retirement (Zemke, Raines, & Filipczak, 2000). The newest generation that will be going to work soon is Generation Z, who were born toward the end of the 1990’s to 2010. This generation witnessed the 9/11 attacks from elementary school and endured OIF/OEF each day of their lives, with many seeing parents sent off to the Middle East and shipped home in body bags or with extreme disabilities. They have always known of Homeland Security’s threat levels to include increased airport security. These youths have watched the mistakes their predecessors have made on social media websites, and are less inclined to post graphic photos of themselves (Fedele, 2016). This next generation of our youth is soon to be the target demographic of colleges, militaries, private industries, and commerce.

Problem Statement or the Problem with my Problem Statement

I need advice as to what exactly I am going to measure, I want to know how organizations will bring the next generation into the fold, how will they target, solicit, and entice them to come work for their organization. What would be attractive to Generation Z? I am leaning on a quantitative research method that will deploy a questionnaire to the generation before they graduate high school and join the working class. Any assistance would greatly be appreciated!

 

 

References:

Rumbaut, R. G. (2004). Ages, life stages, and generational cohorts: Decomposing the immigrant first and second generations in the United States. International imigration review, 38(3), 1160-1205.

Fedele, R. (2016). Generation Next. Australian Nursing & Midwifery. Journal. Vol. 23. No. 7. pp 16.

Zemke, R., Raines, C., & Filipczak, B. (2000). Generations at Work: Managing the Clash of Veterans, Boomers, Xers, and Nexters in Your Workplace. New York, N.Y.: American Management Association,

 

Instructor Feed Back

I am returning this without a grade. Give it more thought and submit a proper Premise.

 

 

 

Week 3, Main Discussion Post:

Why are you specifically interested in this topic?

When conducting research for my previous classes, many of the classroom references are a decade old and often older. I wanted a topic that was important now or will be in the next five years. There are few scholarly articles about Generation Z and how they will integrate into the workforce. The mere thought of writing such a lengthy project such as a dissertation is overwhelming, but if nothing come from the work then that is a massive waste of my time and all those involved. I want my work to benefit others and that would make the whole process worth the struggle.

What is the specific problem or condition being explored?

Generation Z is still maturing, there is still so much to learn about them (Kick, Contacos-Sawyer, & Thomas, 2015). I look at this as a huge gap to explore. I am trying to focus on the recruitment of this generation into the workforce. Igel and Urquhart (2012), identifies a that this new generation is not team players and tend to work much better on their own. So my focus specifically is how will an organization attract, hire, and retain them.

What is the professional value of the study?

As organizations attempt to plan their recruiting efforts, I imagine that some larger companies will turn to scholarly literature to add to their campaign procedures. I truly hope that even the smallest discovery in my research will help hiring managers accomplish their goals.

Identify any obstacles that could arise if this preliminary topic becomes your actual dissertation.

The biggest issue that I may face in conducting research and getting through the IRB is getting to the target population of 13 to 17-year-olds. I do have several plans for reaching this audience, I have been in contact with local high schools as well as the one I graduated from.

References:

Igel, C., Urquhart, V. (2012). Generation Z, Meet Cooperative Learning. Middle School Journal. Vol. 43. No. 4.

Kick, A., Contacos-Sawyer, J. & Thomas, B,(2015). How Generation Z’s Reliance on Digital Communication Can Affect Future Workplace Relationships. Competition Forum. Vol. 13. No 2.

Gunfire, improvised explosive devices (IED’s), and casualties.

For many military men and women, the actions of war may not be left on the battlefield. Rather, many military men and women may find themselves addressing symptoms of trauma related to their military experience, otherwise known as posttraumatic stress disorder (PTSD). As a result for many returning military, the transition into military duty or civilian life may be a complicated process. Additionally, this transition may also influence the significant relationships of military men and women.

For this Discussion, consider how the presentation of PTSD for active duty military might be complicated by military experience. Using the Learning Resources and current literature, consider how PTSD may also affect significant relationships (e.g., family, spouse, and/or significant others).

With these thoughts in mind:

Post by Day 3 an explanation of how the presentation of PTSD for active duty military might be complicated by military experience. Then describe how PTSD might influence a military client’s transition into civilian life. Finally, explain how PTSD of military clients may affect their significant relationships.

Be sure to support your postings and responses with specific references to the Learning Resources and current literature.

·         American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.

o    Conditions that May be a Focus of Clinical Attention

o    Sleep-Wake Disorders

o    Other Mental Disorders

·         Paris, J. (2015). The intelligent clinician’s guide to the DSM-5 (2nd ed.). New York, NY: Oxford University Press.

o    Chapter 15, Other Diagnostic Groupings

·         Fox, J., & Jones, K. (2013). DSM-5 and bereavement: The loss of normal grief? Journal of Counseling & Development, 91(1), 113–119. Retrieved from the Walden Library databases.

·         Larson, D. G., & Hoyt, W. T. (2007). What has become of grief counseling? An evaluation of the empirical foundations of the new pessimism. Professional Psychology: Research and Practice, 38(4), 347–355. Retrieved from the Walden Library databases.

·         Lorber, W., & Garcia, H. A. (2010). Not supposed to feel this: Traditional masculinity in psychotherapy with male veterans returning from Afghanistan and Iraq. Psychotherapy: Theory, Research & Practice, 47(3), 296–305. Retrieved from the Walden Library databases.

·         Sayer, N. A., Noorbaloochi, S., Frazier, P., Carlson, K., Gravely, A., & Murdoch, M. (2010). Reintegration problems and treatment interests among Iraq and Afghanistan combat veterans receiving VA medical care. Psychiatric Services, 61(6), 589–597. Retrieved from the Walden Library databases.

·         Zisook, S., Corruble, E., Duan, N., Iglewicz, A., Karam, E., Lanuoette, N., & … Young, I. (2012). The bereavement exclusion and DSM-5. Depression & Anxiety (1091–4269), 29(5), 425-443. Retrieved from the Walden Library databases.

 

• Britton, W. B., Bootzin, R. R., Cousins, J. C., Hasler, B. P., et al. (2010). The contribution of mindfulness practice to a multicomponent behavioral sleep intervention following substance abuse treatment in adolescents: A treatment-development study. Substance Abuse, 31(2), 86–97. Retrieved from the Walden Library databases.
• Bussolari, C. J., & Goodell, J. A. (2009). Chaos theory as a model for life transitions counseling: Nonlinear dynamics and life’s changes. Journal of Counseling & Development, 87(1), 98–107. Retrieved from the Walden Library databases.
• Sasaki, M., & Yamasaki, K. (2007). Stress coping and the adjustment process among university freshmen. Counselling Psychology Quarterly, 20(1), 51–67. Retrieved from the Walden Library databases.
• Servaty-Seib, H. L., & Taub, D. J. (2010). Bereavement and college students: The role of counseling psychology. The Counseling Psychologist, 38(7), 947–975. Retrieved from the Walden Library databases.