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Businesses are recognising that Generation Y is different from the previous generations, especially in terms of job mobility. No organisation wants to invest in the next generation of management only to find that they leave and destroy return on that investment. Therefore, it is essential to develop strategies that retain Generation Y talent and attract further top-level candidates in this age group. This study, based on the analysis of thousands of responses, demonstrates that simply throwing money at Generation Y will not be enough to retain them. Gen Y needs to find their job fulfilling, and to believe that the work they do is of economic and/or social significance. This paper offers insights from iOpener Institute research that may assist in addressing this issue.

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A new generation is here and they are already embedded in the world of work. Gen Y - defined as those born between 1983 and 1995 and, according to a 2010 census, comprise 11.3 million, or 18 per cent, of the UK's working population. We asked a sample of Gen Y from across the UK to share their views on the world of work. Over 1,000 18-30-year-old respondents answered our survey. One in five were still in education while 44 per cent had been in work for more than three years. From our sample of Gen Y'ers, 49 per cent are working full time and 14 per cent are employed part time. The sample represents all major UK sectors from information technology (IT) through to medicine, law and finance.

This research explores what Gen Y really want from their careers, what gives them greatest job satisfaction, how technology impacts their ability to perform and what they're prepared to do to get ahead. We also shed light on Gen Y's preferred working culture and what they'd like to see from their ideal boss. The findings make interesting reading for human resource (HR) departments and organisations seeking to recruit, motivate and retain members of this generation. In this report we add further context to the survey findings based on our wider experience of powering the world of work.

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A generational transition is occurring in South African public school classrooms. Baby boom teachers (those born between 1946 and 1964) have begun to retire, and others from Generation X (those born between 1965 and 1976) are entering their midcareer stage. The newest generation in the teaching profession is Generation Y (Gen Y). Attracting and retaining Gen Y teachers into the teaching profession is a concern for many countries throughout the world. In South Africa, for example, about 45 per cent of those students who embark on the teaching courses never become teachers, and of those who do become teachers, about 30 per cent or more are no longer teaching five years later. This teacher-turnover situation is often referred to as a 'leaky bucket'. In a research study conducted by the author entitled 'Student teachers expectations of teaching as a career choice in South Africa', it emerged that those who choose school teaching as a career have expectations about what teaching as a job will offer and if those expectations are not met, they leave the profession. Literature on talent management within and outside of the education sector suggests that keen attention must be given to Gen Y teachers' needs and preferences to ensure that the most effective Gen Y teachers continue to teach for more than just a few years. In the private sector, talent management policies and practices are being actively adapted to meet the needs of Gen Y employees. Considering that the education sector is competing with many other sectors, it is crucial that the sector should consider taking strategic talent management approaches and addressing the needs of Gen Y teachers. This article offers strategies to enhance teacher support and retention specifically for Gen Y teachers.

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Australia relies on small businesses for employment, income and economic growth. Generation Y is of particular interest due to its size and recent arrival to the labour market. This thesis investigates the capacity and intentions of Generation Y to become self-employed. An integrative model incorporating personal and contextual factors was statistically tested. Findings show that Generation Y vocational students are not driven by social norms, and there is little difference between men and women in most motives. The results provide a better understanding for stakeholders (parents, educationalists, policy makers, and investors) how to foster the prosperity of generation Y, through entrepreneurial start-ups.

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This collection of stories reveals the multiple layers of uncertainty people are facing at the moment due to the [Coronavirus Disease 2019] COVID-19 public health emergency - and their own reflections on the challenges that may lie ahead. In this collection, we highlight the experiences of ten 'millennial' and 'Generation Y' workers living in Ireland, aged 32 to 41 years old, who are now facing an imminent second economic recession at a crucial moment in their working lives. We asked participants specific questions concerning if and how their career trajectories were impacted by the previous financial crisis in 2008, and the ways that the public health emergency and the lockdown has affected them to date, both personally and professionally. We also asked participants to share their perspectives on how they feel the government has responded to the current crisis and the types of thinking that should be prioritised in the post-pandemic period. We specifically asked participants to share their thoughts on 'austerity' as a potential policy option, as they have lived and worked throughout the last 12 years during which this approach underpinned the recovery strategy of the Irish government.

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Purpose: The aim of the article is to explore how mentoring can act as a strategy for developing talent of the emerging young workforce, which predominantly comprises [Generation] Gen Y and Gen Z. Design/methodology/approach: This briefing is authored by an independent writer who provides insightful commentary and contextualizes the articles. Findings: To gain a competitive edge, firms must adapt to modern ways of Talent Development that foster a passion for work among new hires. Modern ways of mentoring such as Reverse Mentoring, Group Mentoring, Distance Mentoring or Anonymous Mentoring, Flash Mentoring or Speed Mentoring, Peer Mentoring can enable employers to be proactive in managing talent and foster better intergenerational relationships at the workplace.

Practical implications: As Gen Y and Gen Z are redefining workplace norms, it is crucial for [human resources] HR partitioners to find out new ways to align the entire HR function with the needs of these tech-savvy generations and ensure they can perform to their potential. This study sheds light on various Mentoring methods, which managers can use to transform conventional approaches to Talent Development. Originality/value: The briefing streamlines the reading process for busy executives and researchers by curating the most relevant information and presenting it in a concise and user-friendly format, allowing them to save time and quickly absorb key insights.

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Generation Y consists of the segment of the population born between 1978 and 1994. In this book, the author notes that while Generation Y people are creative and ambitious, they are difficult to manage. His intentions are to provide understanding of the Generation Y mindset and to offer practical solutions for the entire employment cycle, from attracting, motivating, managing, training and retaining staff. Show less

Purpose: The purpose of this paper is to use the kaleidoscope career model as a lens through which to explore the career choices and decisions of young professional couples and the strategies that they use to facilitate successful dual careers while attempting to balance their work and non-work lives. Design/methodology/approach: Data were gathered through face-to-face interviews with 18 couples. Couples were interviewed separately to explore how individual career values and choices shape decisions in partnership. Template analysis was used to identify career patterns as defined by the kaleidoscope career model. Findings: Gender-based patterns suggested by the kaleidoscope career model appear to be giving way to different patterns based on individual career aspirations, earning capacity and motivation within a dual career (as opposed to simply dual income) household. For some young professionals challenge and balance are equally important and so unlike the original interpretation of the KCM their careers reflect dual priorities not challenge followed by balance as their careers evolve.

Research limitations/implications: The sample size is small and participants were recruited through purposeful sampling which may have resulted in a more homogeneous cohort than would have been achieved through random sampling. Practical implications: Changing demographic profiles and emerging social norms are changing the way Gen Y approach work and careers. Organisations and professional bodies need to respond to these changes through implementation of appropriate HR policies within supportive organisational cultures if they are to attract and retain young professionals. Social implications: This research is important because there is clearly a gap between changes at a societal level and the way in which organisations are responding to those changes. The paper provides insights into how public policy and organisational practices can be designed and implemented to meet the needs and expectations of Gen Y professionals. Originality/value: This study provides an insight into the way Gen Y professionals are navigating dual careers as opposed to dual incomes. It builds on and expands the kaleidoscope career model by showing that Gen Y professionals are less constrained by gender stereotypes than previous generations in their quest for challenge and balance and that some couples are determined to have both challenge and balance, not either/or.

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This paper analyses Gen Y pre-service primary school teachers’ conceptualisations of lifelong learning. It is situated within a context of improving the provision and delivery of pre-service teacher education. This paper argues that Gen Y’s understanding of lifelong learning has been influenced by their engagements with digital technologies and that while they may have appropriated the discourse of change in this context, it does not necessarily indicate an overall capacity for change agency. This is a concern for programs of teacher education whose mission, arguably, is to prepare future activist teaching professionals. This paper argues that higher education and teacher education programs of study need to consider the relationship between Gen Y, lifelong learning and change agency when aligning pedagogy and curriculum with the new generation of students.

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Deloitte's third annual Millennial Survey surveyed nearly 7,800 Millennials from 28 countries across Western Europe, North America, Latin America, BRICS and Asia-Pacific about business, government and innovation. The questionnaire focused on the role business plays in society; its objectives, impact and outcomes; the responsibility of business and government and how well each is addressing the challenges faced by society; the potential impact of new technologies and innovation; and how businesses help people to bring out new ideas and develop their leadership skills. Across the globe 70 per cent of tomorrow's future leaders might 'reject' what business as traditionally organized has to offer, preferring to work independently through digital means in the future. This and other findings in Deloitte's annual study of Generation Y point to significant challenges facing business leaders if they are to meet the expectations of the Millennial generation.

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