Leading Z-Gen project members

Generation Z refers to people born in 1996-2009. They are the second-youngest generation, between millennials and Generation Alpha.

There are two types of human generations: family generations and social generations. Society’s fascination with generations first began with sociologist Karl Mannheim (Mannheim Károly, Budapest, 1893) and his 1928 essay on the “theory of generations.” The premise of this theory is that pivotal historical events heavily shape the traits, values and attitudes of the people living in that period.

Z-Gen identity has been shaped by the digital age, climate anxiety, a shifting financial landscape, and COVID-19. They are known as „digital natives” — the first generation to grow up with the internet.

• They are generally more pragmatic, with both complicated idealism and worries for the future, dream of personal career fulfillment but expect economic struggles.
• They have less positive life outlooks, with lower levels of emotional and social well-being than older generations.
• They are more interested in belonging to an inclusive, supportive community.
• They are more individualistic, with a stronger sense of personal expression.
• They are more politically and socially active, advocating for what they believe on social media.

Focusing on the work general mindset of Generation Z in the workplace

Flexibility and autonomy

They want their work environment to adapt and respond to their needs.

Work that “matters”

They progressively feel that meaningful work is their priority and are willing to change jobs to find that.

Tech-savvy

They prefer using digital tools and platforms for communication and aim to seamlessly integrate technology into their work processes.

Visual methods of communication

As preference

• Empathy in the workplace.

They value empathy highly, respect and personal recognition focused more on productivity.

• Mental health concerns.

Healthy workload and meaningful support for their careers and help to manage stress in work

• Work and personal identity.

Work is a significant part of their identity but much less than older generation’s identity

Considering these specifics of Generation Z as project manager ideas how to keep them engaged:

Voice of younger team members

Need to do more than listen to their ideas — they need to make them a part of the action. Creating opportunities for them to impact on real change makes the workplace an exciting place, like

• digital surveys where employees can contribute ideas for projects or improvements
• involving strategy meetings where they can share their perspectives.

Positive work environment

A supportive and inclusive culture is vital to encourage a stronger sense of community and collaboration including a healthy work-life balance. Therefore, it is useful to regularly schedule fun events that foster teamwork and make the workplace more enjoyable and design work areas that are visually appealing and physically comfortable to enhance employee satisfaction.

Work-life balance and flexibility

Allow employees to choose their working hours within a specific range to accommodate their personal lives and provide the option to work from home on certain days of the week, enhancing personal time management.

Career development and growth opportunities

Providing clear pathways for progression and regular training ensures they meet their current job requirements and are prepared for future roles. Useful possibilities

• Pairing younger employees with experienced mentors provides critical learning and development opportunities.
• Offering regular training sessions in soft skills (like communication) and technical skills relevant to their roles.

Open communication and feedback

Tips to fulfill these expectations:

• Regular feedback sessions. On top of annual reviews, hold weekly or bi-weekly 1:1 meetings or Stand-ups to give your team more consistent feedback.
• Open-door policy. Encourage managers to keep an open-door policy to facilitate informal feedback and progress discussions.

Embracing technology and innovation

Z-Gen expects workplaces to be technologically advanced and support a culture fostering creative thinking and problem-solving beyond the regularly updated software and tools initiate competitions or hackathons to encourage new ideas and technologies.

One of the dangers of treating individuals or teams based upon an assumed generational or other stereotype(s) is that the assumption may be inaccurate. There are always anomalies compared to the generalization.

The changes and innovations in digital technology of the past couple of decades, however, have generated a complex system of effects which influence the citizens of individual countries in a very similar way. Owing to general access to the Internet the same events and processes can be followed by users in any corner of the world, the same impacts and trends are observed, and a new type of global generation in the case of Z-Gen has become more valid than earlier generations.

Leading a team predominantly composed of Generation Z members necessitates a distinct set of leadership skills, tailored to their unique characteristics and professional expectations. In the current landscape where digital innovation is not just prevalent but accelerating, the arrival of Z-Gen in the workforce signals a pivotal shift in project leadership paradigms.

Therefore, it has benefits recognizing and understanding generation trends and patterns, never forget that the key to engaging and retaining quality team members is to value the individual person with concrete nature and for what they bring to the team and the organization.

Imre Szalay, PMP

Credits:

• The generations defined – McCrindle
• What is Gen Z? | McKinsey
• https://hubstaff.com/blog/generation-z/

For years, scientists have been studying ants, bees, and wasps because of the amazing efficiency of social insects. What valuable insights do social insects hold?

Insects that live in colonies – ants, bees, wasps, termites – seems to have its own agenda, and yet the group appears to be highly organized. Apparently, the seamless integration of all individual activities does not require any supervision.

Social insects work without supervision. In fact, their teamwork is largely self-organized, and coordination arises from the different interaction among individuals in the colony. Although these interactions might be primitive (one ant merely following the trail left by another, for instance), taken together they result in efficient solutions to difficult problems (such as finding the shortest route to a food source among myriad possible paths). The collective behavior that emerges from a group
of social insects has been dubbed “swarm intelligence”.

In essence, why social insects have been so successful – they are almost everywhere in the ecosphere – is because of three characteristics:
⦁ Flexibility the group can quickly adapt to a changing environment.
⦁ Robustness: even when one or more individuals fail, the group can still perform its tasks.
⦁ Self-organization: the group needs relatively little supervision or top-down control.

Business executives relate readily to the first two attributes, but they often balk at the third, which is perhaps the most intriguing. Through self-organization, the behavior
of the group emerges from the collective interactions of all the individuals. In fact, a major recurring theme in swarm intelligence (and of complexity science in general)
is that even if individuals follow simple rules, the resulting group behavior can be surprisingly complex – and remarkably effective. And, to a large extent, flexibility and
robustness result from self-organization.

From the Principles of the Agile Manifesto:
⦁ “The best architectures, requirements, and designs emerge from self-organizing teams.”
⦁ “At regular intervals, the team reflects on how to become more effective, then tunes and adjusts its behavior accordingly.”
⦁ “Build projects around motivated individuals. Give them the environment and support they need and trust them to get the job done.”
⦁ “The most efficient and effective method of conveying information to and within a development team is face-to-face conversation.”

Ant colonies as self-organizing and adaptive systems and agile analogy

⦁ Embracing emergent design
Ants do not have a predefined plan or blueprint for their nests, but rather construct them based on local feedback and interactions.

Similarly, agile projects can avoid upfront design and documentation, and instead rely on iterative and incremental development, where the design emerges from the collaboration of the team and the feedback of the customers. This can allow the project to adapt to changing requirements and expectations and deliver value faster and more efficiently.

⦁ Fostering self-organization
Each ant has a specific role and responsibility, such as forager, builder, or soldier, and can switch between them depending on the needs of the colony. Ants can also coordinate their actions with other ants through simple signals, such as pheromones, which indicate the direction, distance, and quality of food sources or nest sites.

Similarly, agile projects can empower the team members to self-organize and self-manage, without excessive control or interference from the outside. This can enhance the autonomy, creativity, and motivation of the team, and enable them to work more effectively and efficiently.

⦁ Leveraging collective intelligence
Ants do not rely on individual expertise or knowledge, but rather on the collective wisdom and learning of the colony. Ants can solve complex problems, such as finding the shortest path to a food source, or optimizing the allocation of resources. Ants can also learn from their environment and from each other, by observing, experimenting, and copying successful behaviors.

Similarly, agile projects can leverage the diverse skills and perspectives of the team members and encourage knowledge sharing and continuous learning. This can improve the quality and innovation of the products and foster a culture of collaboration and improvement.

⦁ Experimenting and exploring
Ants constantly experiment and explore new possibilities and alternatives, by trying out different actions and behaviors, and observing their outcomes and consequences. Ants can also test different solutions, such as building different types of nests, or using different materials, and compare their results and benefits.

Similarly, agile projects can experiment and explore new ideas and options, by creating prototypes, mock-ups, or simulations, and testing them with real users and data. Agile projects can also experiment and explore new technologies, tools, or methods, and evaluate their feasibility and suitability. This can help the project to generate and validate new value propositions, and to increase their creativity and innovation.

⦁ Learning and applying
Ants constantly learn and apply new information and knowledge, by modifying their actions and behaviors, and adopting the best practices and solutions. Ants can learn from their own experience, by remembering and repeating successful actions, or avoiding and correcting unsuccessful ones. Ants can also learn from other ants, by copying and imitating their actions, or following their signals and instructions.

Similarly, agile projects can learn and apply new information and knowledge, by updating and refining their products, based on the feedback and data they receive. Agile projects can also learn and apply new information and knowledge, by adopting and implementing the best practices and solutions, based on the evidence and results they obtain. This can help the project to improve their products and processes, and to achieve their goals and objectives.

What can we learn from ants for improving managing agile projects?

⦁ Critical success factors for agile teams
⦁ Diversity
⦁ Independence
⦁ Decentralization
⦁ Lightweight, simple rules

⦁ Conditions to fulfil these factors
⦁ Team members maintain their ability to explore new opportunities while exploiting existing ones
⦁ Let the system self-select the best ideas; and support the winning ideas with sufficient resources
⦁ Encouraging high bandwidth communication
⦁ Fostering the interchange of new ideas, create a place to keep and prioritize the new ideas

⦁ Tools to reach these conditions or Swarming:
⦁ working agreement
⦁ Shared team values
⦁ List of rules the team agrees to work by
⦁ Supports negative feedback

⦁ Retrospective
⦁ An opportunity to review and revise the working agreement
⦁ A chance to put new rules in place
⦁ A means of filtering out the rules that are “Losers”

Self-organizing insect communities provide insights not only for project management.

The potential of self-organizing small groups has also been recognized in warfare, known as swarming tactics.

Historically, this is best exemplified by the warfare of nomadic peoples, who were capable of covering great distances quickly on the Eurasian steppe. Their main weapon was the bow, allowing them to begin combat from beyond the range of the enemy’s weapons. Their strength lay more in speed, surprise, long-range weaponry, and tactics, which aimed to divide the enemy’s defenses and encircle them while avoiding direct close combat. In the face of superior enemy forces or unfavorable circumstances, they would retreat and resume the attack at a more advantageous moment. The Hungarians successfully practiced this kind of warfare until 955, during the conquest and subsequent raids.

There are numerous examples throughout history; more recently, one can mention the distributed operations of German submarines during World War II in the Atlantic (“wolfpack”) and the Iranian naval units during the “Tanker War.” In aerial operations, classic examples include the Battle of Britain, the air campaign against Germany in World War II, and the low-altitude attacks by Allied and Soviet aircraft in the last one and a half to two years of the war.

In contemporary times, one of the most advanced tools, the drone, operates according to colony rules.
An autonomous drone swarm, whose members are capable of flying simultaneously and carrying out reconnaissance or strike missions without direct control. Individual drones are not controlled by a ground operator, do not follow a pre-programmed task, and are not pre-synchronized with other drones. The swarm is a self-organizing system where every unit is equal—there is no leader or commander. Task allocation and synchronization occur autonomously during flight. Each drone communicates and cooperates with the others. They form a collective organism with a single shared mind, which automatically regulates the flight paths of individual drones (allowing them to fly together without collision) and breaks down the operator’s simple commands—such as “reconnoiter the area designated by coordinates” or “attack any movement in sector X”—into subtasks.
Insect communities and drones:

Swarm intelligence is becoming a valuable tool for optimizing the operations of various businesses.

For example, an interesting lesson for businesses seeking to find and exploit new markets. Consider how different species of ants attract their nest mates to new food sources. There are three basic ways in which ants lead their fellows to new food sources. Laying pheromone is a form of “mass recruitment”: a large mass of ants is attracted down the path where the pheromone is strongest. In some species, though, an ant that finds a food source returns to the nest and vibrates its antennae to convince one other nest mate to return to the site. That’s called “tandem recruitment.” In other cases, an ant vibrates its antennae to get several nest mates to follow.
That’s “group recruitment.” In all three cases, individual ants can convey information about the quality of a food source, either by laying more pheromone or by increasing the frequency of their antenna vibrations.
The colony using tandem recruitment diverted several individuals quickly, but the number was too small to take full advantage of the richer food source. The colony practicing group recruitment was both flexible and efficient; many nest mates were quickly enlisted to raid the superior food source.

All in all self-organizing teams depend on a participants ability to discover an attractive subject that they are passionate about. Something they are so passionate about that they want to share it with others.

Sources: 

• Eric Bonabeau –Christopher Meyer: A rovarközösségek intelligenciája – Egy teljesen új válllati gondolkodásmód Harvard Businessmanager, 3/2002
• Nature’s Agile Maestros: Ant Clonies as Agile Paradigms for Project Excellence | by Mohammad ⦁ Rahighi⦁ | Medium
• Kiss Roland százados: A rajzó hadviselés és az osztott műveletek kialakulása
  DOI: 10.35926/HSZ.2020.6.1 Honvédelmi Szemle

Regarding the Paris Olympics, there has been much discussion about the conditions for success. A well known coach put it this way:

“Ability is what you are capable of doing

Motivation detemines what you do.

Attitude determines how well you do it.” 

Project management’s focus is “getting things done” therefore many PM discursion

centered around “motivation” from beginning.

Many psychologists have established the existence of a prioritized hierarchy of needs that motivate individuals towards satisfactory performance. In particular, Abraham Harold Maslow (1908-1970), often quoted in project management literature, put forward a hierarchy depicted as a pyramid. This displayed basic psychological needs at the base and worked up to ‘self-actualization’ at the top.

Another motivational theory frequently referenced in PM literature is Frederick Irving Herzberg’s (1923-2000) Motivation-Hygiene Theory. According to this theory, the absence of hygiene factors can lead to dissatisfaction, but their presence alone does not significantly boost employee motivation. These include salary, working conditions, and leadership style. These factors are fundamental requirements to avoid dissatisfaction.

In contrast, motivational factors directly affect employee performance and satisfaction, fostering a positive attitude at work. Examples include responsibility, recognition, and creative work.

It might not be irrelevant to note how these two approaches relate. We can map Herzberg’s two factors onto Maslow’s pyramid

.

Taking a step toward practice, let’s see what the workplace or project can do to meet Maslow’s hierarchy of needs:

The complexity of motivation is also indicated by the fact that Maslow himself later expanded his pyramid, which is less well-known, with new levels:

Cognitive needs such as creativity, foresight, curiosity, and meaning. Individuals who enjoy activities that require deliberation and brainstorming have a greater need for cognition. Individuals who are unmotivated to participate in the activity, on the other hand, have a low demand for cognitive abilities.

Aesthetic needs to beautify one’s life. This would consist of having the ability to appreciate the beauty within the world around oneself, on a day-to-day basis.

These needs are less related to workplace motivation or are not clearly distinct but can be embedded in other need levels. For example, helping with learning, improving knowledge of the world, and seeking truth beneath the surface address cognitive needs. Or workplace orderliness, cleanliness, and harmony satisfy aesthetic needs, but these aren’t strong motivating factors.

The need for transcendence isn’t really meant to be fulfilled in the workplace. Here, we set aside abstract political promises, focusing on a professional context. However, an interesting project management aspect has recently emerged that relates to this topic: the ability to handle unpredictability, a skill now in focus with the onset of pandemics, wars, and a chaotic world. This adds to the usual IQ (problem-solving ability) and EQ (emotional intelligence), with the addition of SQ, or spiritual intelligence.

SQ is the ability to analyze situations, recognize the possibility of change, and potentially modify circumstances to control a situation. Characteristics of SQ include:

• Flexibility (active and spontaneous adaptability)
• High self-awareness
• Allowing oneself to be inspired by values
• Willingness to find connections between different things (thinking holistically)
• Willingness to ask questions like: “Why?” “What if?” and seeking fundamental answers
• Possessing the ability to work against conventions

The relationship between SQ abilities and project management knowledge is illustrated in this diagram. 

After the 1960s the discussion of motivation moved towards “on-the-job

development” from the general to the specific motivation and interpersonal and management competences.

This is the contingency approach (Fred Edward Fiedler, 1922 – 2017) to motivation recognizes that there is no one-size-fits-all method to motivate individuals in the workplace. Instead, it suggests that the effectiveness of a motivational strategy depends on various situational factors. This approach adapts to the unique needs of employees, the nature of tasks, and the organizational environment.

We can illustrate the complexity of motivation and the many factors that influence it with Edwin A. Locke’s (1938) diagram of the motivation process.

Maslow acknowledged the multifaceted motivational system behind human actions, but his model was somewhat static, which he realized when he introduced the transcendence level. Modern motivational approaches, while recognizing Maslow’s pyramid, focus on practices that consider specific environmental and interpersonal relationships. Studies and models examining leadership styles and their impact demonstrate how to manage and implement these aspects.

 Imre Szalay

Sources:

·         Wikipedia

·         Max Wideman: Dominant Personality Traits Suited to Running Projects Successfully, 2002   http://www.maxwideman.com/

·         Janice Thomas – Thomas Menge:l Preparing project managers to deal with complexity  International Journal of Project Management 26 (2008)