PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp.

73-81
1st ASEAN School Counselor Conference on Innovation and Creativity in Counseling
hfjh Promoting Equity through Guidance and Counseling
[Link]

The Influence of Generations On Career Choice

(Social Cognitive Career Theory Perspective)

Galuh Prawitasari
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia | [Link]@[Link]

Abstract
The aim of this study is to investigate the influence of generations on career
choice based on Social Cognitive Career Theory (SCCT). Our literature studies
conclude that individual’s career choice will be highly related to the major
characteristics and values from his generation. Individual from the Traditional
Generations will tend to choose careers which provide firm loyalty as his
personal accomplishment, whether individual from Baby Boomers will tend to
choose careers which provide prestiges, facilities, and positions. The X
Generation lay their personal accomplishments on freedom and balance between
career and family. Y Generation which known as digital natives tend to choose
careers which give them freedom and creativity to work by utilizing high
technology. Similiar to their former, the Z Generation not only tend to choose
careers which give them freedom and creativity but also expect feedback from
the experienced people.

Keywords: Generation, Career, Social Cognitive Career Theory (SCCT)

How to Cite: Galuh Prawitasari. (2017). The Influence of Generations On Career

Choice (Social Cognitive Career Theory Perspective). In Ifdil & Krishnawati
Naniek (Eds.), International Conference: 1st ASEAN School Counselor Conference on
Inovation and Creativity in Counseling (pp. 73-81). Yogyakarta: IBKS Publishing.

© 2017. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use,
distribution, and reproduction in any medium, provided the original work is properly cited.

Introduction
The examination of generational differences among workers is a critical and underdeveloped area
of inquiry for management research. Ultimately, all organizations are influenced by the values and
preferences of their next generation, as managers attempt to adapt and groom future leaders in a
reciprocal process with implications for a firm’s culture, ethical issues, and human resource policies
and procedures (Judge & Bretz, 1992; Dose, 1997; Jurkiewicz). Failure on the part of managers to
understand and adjust appropriately to generational differences and the demands of new generations
entering the workplace can result in misunderstandings, miscommunications, and mixed signals, and
can affect employee productivity, innovation, and corporate citizenship, ultimately resulting in
problems with employee retention and turnover (Fyock, 1990; Kupperschmidt, 2000 as cited in
Wsterman & Yamamura, 2007).

73
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

74

Research also suggests that differences between generations in the workforce can be a significant
source of conflict in organizations (e.g. Adams, 2000; Bradford, 1993; Jurkiewicz, 2000; Karp [Link]., 1999;
O’Bannon, 2001). A study by the Society for Human Resource Management found that 58 percent of
human resource professionals reported observing conflict among employees as a result of
“generational” differences (as cited in Westerman & Yamamura, 2007). An understanding of the
differences between and relationships among the preferences and motivators of generations and
associated work outcomes can be used as an important building block in the development of effective
recruitment materials, training methods, hiring processes, and benefits packages (Leschinsky &
Michael, 2004).
Smola & Sutton (2002), who examined the differences in value sets between generations concluded
that work values are more influenced by generational experiences than by age and maturation. Related
to the importance of work environment fit, experts have suggested that one of the most important tasks
in psychology may be to examine the individual’s perceptions of the outer world in interaction with
their expectations about environments (Magnusson, 1981 & Caplan, 1987 as cited in Westerman &
Yamamura, 2007). There are many studies prove that variables in the work environment impact
employee behavior (Blumberg & Pringle, 1982; Kyriakidou & Ozbilgin, 2004; Niles & Harris-Bowlsbey,
2002; Olson & Borman, 1989; Peters [Link]., 1985). Early research on needs-press theory (Murray, 1938),
field theory (Lewin, 1943), occupational choice (Holland, 1966), and the theory of work adjustment
(Dawis, 1994) revealed the belief that employee behaviors do not occur in a vacuum, but in a specific
and unique work environment. People placed in work environments that “fit” are more likely to
intrinsically enjoy their work. The reverse is true for those placed in work environments that do not
“fit”. For these employees, normal daily work occurrences may be unpleasant and interpreted more
negatively, thus resulting in negative outcomes such as boredom, poor work performance, and lack of
satisfaction (Westerman & Yamamura, 2007).
Those studies above have been proven that generations can be a significant factor which influence
career decision making and career development of individuals. Thus, it is necessary to explore the
dynamic of generations variable on career decision making and development. The purpose of tis article
is to explain the influence of generations variable on career, specifically subtheme about individual’s
career decision making.

Discussion
The purpose Definition and Characteristics of Generations
A generation is defined as an identifiable group that shares birth years and significant life events
at critical developmental stages (Kupperschmidt, 2000). A generational group includes those who share
historical or social life experiences, the effects of which are relatively stable over their lives. These
experiences influence a person’s feelings toward authority and organizations, what a person values
from work, and how a person plans to satisfy those desires (Jurkiewicz & Brown, 1998; Kupperschmidt,
2000).
Generations comprise of Traditional, Baby Boomers, X Generation, Y Generation, and Z
Generation. Clause (2015) defined Traditionalists as people who were born 1900-1945 and comprise the
oldest generation in American culture. The term “Traditionalist” is often associated with a variety of
other generational terms, including Radio Babies, Builders, Industrialists, The Silent Generation, and
World War II Generation (Buahene & Kovary, 2003; Kane, 2015). Many of these generational references
related to world events, inventions, and creations that occurred during the timeframe, such as invention
of the radio. Typically, Traditionalists respect authority and possess family values that keep their work
and family lives separate. Generally motivated by money and position like their Baby Boomer children,
Traditionalists take pride in being self-sacrificing and thrifty. They tend to work hard from a sense of
pride and determination, consider debt or obligation to be embarrassing, and acknowledge that change

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

75

comes slowly. According to Kane (2015), Traditionalists describe themselves with two words—loyal
and disciplined—and view education to be a dream. They reportedly learn best through traditional,
instructor-led instruction; generally prefer tangible items for recognition or reward, such as certificates,
plaques, or trophies; and seek to feel supported and valued by their employers and supervisors.
Human resources expert Heathfiled (2015) defined Baby Boomers (Boomers) as the generation of
Americans born in a baby boom following World War II, 1946-1964. Boomers have had good health,
constitute the wealthiest generation, and optimistically view the world as improving over time.
Robinson (2015) noted that Boomers grew up in a time of prosperity and an absence of world wars,
although they experienced the Cold War era of living in fear of a Russian nuclear attack, building bomb
shelters, and hiding under desks at school as drill practice. Kane (2015) noted that Boomers are
generally well established in their careers and hold positions of power and authority. Loretto (2015)
and Kane (2015) characterized Boomers as being extremely hard workers and very committed to their
personal and professional goals. Motivated by perks, prestige, and position (3Ps), Boomers are
described as work-centric, independent, goal-oriented, and competitive, typically equating their work
and positions with self-worth. Boomers strive for authority and work prioritization, and they do expect
to be valued and rewarded. Boomers’ strong work ethic and take-charge attitudes have pushed many
to very responsible positions that they do not want to relinquish, as they see their identities are tied to
their work.
Robinson (2015) defined Generation X as the generation born after the Western Post-World War II
Baby Boom; birth dates range from 1961-1981, and current ages range from 34 to 54. Originally called
“Gen Bust” (Schroer, 2015) because their birth rate was vastly smaller than that of the preceding Baby
Boomers, Generation X is associated with a variety of terms including Gen X, Gen X’ers, Post-Boomers,
Twenty-Something’s, and Baby Busters. Schroer (2015) noted that they are sometimes referred to as the
“lost” generation—the first generation of “latchkey” kids exposed to lots of daycare and divorce. Gen
X, for the most part, had parents who were Boomers and, as children, Gen X often experienced broken
families and absentee parents. Where families remained intact, parents of Gen X individuals were often
workaholics driven by personal gratification, authority, and rankings (Loretto & Kane, 2015). Schroer
(2015) noted that Gen X individuals are starting to form families with higher levels of caution and
pragmatism than their parents demonstrated. Gen X are engaging in financial planning, avoiding
broken homes, and ensuring that children grow up with a parent available. In 2012, “The Generation X
Report” (based on annual surveys used in the Longitudinal Study of today’s adults) found that Gen X
are highly educated, active, balanced, happy, and family oriented (Swanbrow, 2012). This report
dispelled the materialistic, slacker, disenfranchised stereotypes often associated with Gen X 1970s and
1980s youth.
Gen X employees typically expect to maintain a balance between work and family life and do not
work exceptionally long hours for money or titles (Leibow, 2014). Gen X are generally less loyal to their
employers and are more comfortable demanding flexible work arrangements. At work, Gen X are
pragmatic and direct, expect change, and also require some flexibility in rules and workplace
regulations. Gen X watched their Boomer parents get laid off and have grown to expect and embrace
change, which has resulted in their being more independent, more apt to job hop to increase
marketability, and more likely to see their work-and-life balance as extremely important (Leibow, 2014).
Workers in this generation are likely to question policies and projects; therefore, those who lead and
supervise Gen X must provide credible reasons for tasks, decisions, and procedures, as well as insure
opportunities for them to provide input due to their likelihood of questioning policies and projects
(Leibow, 2014).
Gen X are described as geeks, independent thinkers, and artists who prefer to be fast-paced,
engaged in interesting work, and efficient because they value their personal time and enjoy working

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

76

on self-directed or independent projects (Grimes, 2015). Gen X workers resist micromanaging bosses
and find them to be distasteful and undesirable; they find informal policies on dress codes and
workplace habits or formalities to be fun and motivating. Gen X expect freedom and balance in their
personal and workplace lives—work is only a portion of the quality of the life they possess and seek to
achieve (Grimes, 2015).
Generation Y is also referred to as Gen Y, Echo Boomers, Millenniums or Millennials, Generation
We, Internet Generation, Connect 24/7, andLeave No One Behind (Schroer, 2015). Born 1980-1990s, Gen
Y number 71 million and constitute the largest generational cohort group since the Boomers. This
generation is also web savvy and highly connected via social media. They have been raised at a time of
constant information about world events as they connect with technology, including computers, the
Internet, mobile phones, and so forth. Compared to members of other generations, Gen Y tend to be
more social and confident as they seek personal and work-life balance (Gibson, 2015). They are
generally less independent, more inclusively community oriented, and seek a sense of meaning in
greater contexts. Gen Y had parents who were more available to them than Gen-X individuals;
however, Gen Y expect more supervision and feedback, clear goals, structure, and mentoring (Gibson,
2015).
Driven by technology, Gen Y expect to multitask and approach projects from a variety of creative
vantage points. Although easily bored, Gen Y typically enjoy experimenting and discovering new
approaches and solutions to issues and problems as they are motivated by their need for a sense of
purpose and belonging to meaningful communities. Gen Y generally seek independent learning that
implements thorough and comprehensive online research; and, when recognized as students or
employees, they prefer certificates or monetary rewards to indicate that they and their work are
supported and valued by supervisors and employers. Gen Y are attracted to companies and businesses
that embrace technological advancements that have changed the way of doing business globally. Gen
Y are making a significant move from traditional forms of employment to self-employment because
they are very entrepreneurial—engaging in multiple jobs with diverse career paths (Gibson, 2015).
Generation Z is the latest generation and will be leading the world in several decades. Schroer
(2015) stated that Generation Z members were born 1995-2015 and currently constitute a rapidly
growing population of 23 million. Varied names have been suggested to be associated with this
generational group, including Generation Z, Gen Z, Zs, Gen Z’ers, iGeneration, Gen Tech, Gen Wii, Net
Gen, Digital Natives, Gen Next, Post Gen, and Plurals (Menzies, 2015; Schroer, 2015). Most of the traits
that will define this generation have yet to emerge; however, many are highly connected to having the
lifelong use of communication and technology such as the World Wide Web, instant messaging, text
messaging, MP3 players, mobile phones, and tablets. Such technological connections have earned this
generation the name “digital natives” (Horovitz, 2012).
Many of the earliest Gen Z (1995-2000 birthdates) are beginning to enter the workforce, and they
are typically tech savvy; socially connected to their peers through social media; bright, with IQ scores
higher than previous generations; and generally accepting of diverse populations (Renfro, 2015). With
regard to schooling, Renfro (2015) noted that this is the most home-schooled generation in the modern
public school era (1920-today) and that Gen Z typically require less direction because they have ready
access to digital tools that enable them to think they can do anything. Renfro (2015) described Gen Z
learners as driven by graphics, disliking lecture-test classrooms, expecting instant feedback, and
preferring customized learning. Renfro (2015) also noted that 65% of grade-school students today will
work in jobs that do not currently exist. Gen Z will be different types of professionals: not 40-hour per
week cubicle workers, but freelance contractors with great flexibility, who solve problems with
particular expertise. Otherwise, members of the other generations must be able to deal with and adjust
to Gen Z’s changing (or missing) social skills that are being driven by advancing technologies.

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

77

The Implication of Generational Differences on Work-Environment Fit

Existing generational research indicates that a differential sensitivity to work environment fit
between the generations is likely to exist. For example, research by Smola & Sutton (2002) indicated
that younger employees were “less loyal to the company”. As a result, younger employees may take
the view that nothing is permanent, and may disproportionately emphasize the importance of work
environments that match their preferences. They may become more dissatisfied and more willing to
leave if these work environment preferences are not actualized. During the internet boom of the late
1990s, work environment was a key factor in high technology firms’ recruiting and retention strategies,
including diverse incentives ranging from casual dress and flexible work schedules to game rooms with
ping-pong tables.
Research by Smola & Sutton (2002) also indicated that younger generation employees desired to be
promoted more quickly than their older counterparts (indicating high expectations for job challenge,
success, and accomplishment). As a result, an employee’s goal orientation fit (i.e. his/her desire for a
work environment providing suitable levels of job challenge, participation, and strong expectations for
accomplishment) is likely to be more strongly connected to satisfaction and intention to remain with an
organization for younger generation employees.
With the increasingly transitory nature of work, the reduction in lifelong employment and the
increase in part-time and contract work (Sonnenberg, 1997), younger generation employees are more
likely to be aware of the need for constant skill development and updating (Hesketh & Bochner, 1993
as cited in Westerman & Yamamura, 2007). Rather than passively relying on employers to take
responsibility for employee career development, younger generation employees are more likely to take
a more active role in their career planning and execution. As a result, it is likely that if the younger
generations’ preferences are not realized in the work environment, the impatience and increased
mobility of younger generation employees will manifest itself in higher levels of dissatisfaction.
The advanced careers of Boomers, on the other hand, are likely to make them more entrenched
within their organizations, while their age and family commitments may make them less mobile. In
addition, their position as managers makes social interaction more important in achieving effective
management. These factors may contribute to an increased need of Baby Boomers for social interaction
and cohesion with cohorts. Meeting this need will, in turn, be important to Baby Boomers’ satisfaction.
Fit between the expectations for and the reality of an orderly, organized work environment, with
clear expectations and control, may also differ between generations. Generation XY has been described
as a “Nintendo Generation” in which work environment expectations can be described using a video
game as a metaphor (Herman & Eckel, 2002). In this environment, player expectations are clear and
well defined, behavior is continually measured, and players receive consistently high levels of feedback
on their performance, which motivates continuing effort. Generation XY has grown up in an
environment of instant gratification which they can tailor and structure to meet their desires, including
quick access to money (ATMs), information (internet), entertainment and communication (television,
computers, and cellphones), and even dating (online dating services). Unmet desires among the
younger generation of workers for clear expectations and orderly, organized work environments that
more closely resemble the structured and controlled media environments in which they have spent
such large amounts of time may result in lower levels of satisfaction and intention to remain with a
firm.
In particular, in a multigenerational workforce, leaders must facilitate knowledge transfer among
workers to optimize performance and success as well as workers’ satisfaction and rewards.
Accordingly, leaders must devote time and planning to assess the most available knowledge,
understand who holds key knowledge, and consider various methods of knowledge-transfer so the

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

78

desired knowledge is converted and transferred to best serve a multigenerational workforce (Stevens,
2010).
Analysis of Career Choice Based on SCCT
The phenomenon of multigenerational labor provides new challenges in the world of career.
Differences in the values and objectives of each generation can influence the individual’s career choice.
Therefore, in analyzing the individual’s process of selecting a career, a counselor need to use a
comprehensive theory. Social Cognitive Career Theory (SCCT; Lent, Brown, & Hackett, 1994) is a fairly
recent approach to understanding the career puzzle. It is intended to offer a unify-ing framework for
bringing together common pieces, or elements, identified by previous career theorists—such as Super,
Holland, Krumboltz, and Lofquist and Dawis—and arranging them into a novel rendering of how
people (1) develop vo-cational interests, (2) make (and remake) occupational choices, and (3) achieve
varying levels of career success and stability (Lent, 2005). SCCT is a highly relevant theory for
discussing the effect of generations on career choice because it is designed to understand the career
development of diverse subjects (including students and labor) and consider some influencing factors
such as race / ethnicity, culture, gender, socio-economic status, age, and disability status.
SCCT attempts to explain the development of interests, educational and career choices, and
performance and persistence in education and work. The theory suggests that self-efficacy beliefs and
outcome expectations both predict academic and occupational interests. Self-efficacy beliefs are defined
as ‘people’s judgments of their capabilities to organize and exe-cute courses of action required to attain
designated levels of performance’ (Bandura, 1986). Outcome expectations are seen as ‘personal beliefs
about probable response outcomes’ (Lent et. al., 1994: 83).
Understanding the sources of self-efficacy is particularly important in career counselling, as they
can be used to inform the design of career interventions. Bandura (1997) proposes that these sources
are performance accomplishments (i.e. experiences of successful performance of a particular
behaviour), vicarious learning or modelling, low levels of anxiety, encouragement and support from
others. According to SCCT individual career choices are preceded by several subprocesses, such as the
development of self efficacy, expectations of outcomes, interests, and skills in different job domains.
Those subprocesses will produce and form a specific career path. Once a career choice has been made
then it will be the subject of the matter in the future to be revised because the individual and the
environment are dynamic entities.
Both self-efficacy and outcome expectations affect individual career interests. Then he will develop
a career goal that congruent to his interests. The career goals will then motivate individual to take action
or efforts to achieve those goals (such as finding a necessary training, applying for a specific job, etc.).
These actions and efforts will be followed by successes or failures that will subsequently affect the
individual's self-efficacy. Therefore, self-efficacy and outcome expectations do not appear in vacuum
social space nor the only factor that shapes career interests, preferences, and individual performance.
Both works within the context of internal and external factors (such as gender, race / ethnicity, genetics,
health, disability, and socio-economic status). All these factors play an important role in individual
career development.
Regarding the influence of generations on career choice, SCCT provides a perspective based on
specific self-efficacy beliefs of each generation. Due to period differences, the values adopted between
one generation with another generation have been resulted in different personal accomplishments. The
Traditional generation underlie loyalty to their leaders or superiors as their main personal
accomplishment, while Baby Boomers rest theirs on prestige, facilities, and position at work. Thus, Baby
Boomers generation are represented by a hard-working individual who always wants to be respected
and to reach the top position of his career.

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

79

The X Generation have different source of self-efficacy than the elders. The X Gen do not lay his
personal accomplishment on prestige, facilities, nor positions. Otherwise they expect a balance
between family and work as their main personal accomplishment. Born from Boomers parents who
tend to workaholic, the Gen X individuals do not want their children to feel the same pain. Generation
X are portrayed as person who have less loyalty to their boss and reject a micromanaging boss.
However, they are known as a critical individual who wants to be involved in his company policy
making process.
Generation Y consist of people who grew at the beginning of advanced technological civilization.
Driven by the development of cutting-edge technology, Generation Y expect multitasking works and
projects that provide a large portion of creativity for them. Just like their former (Gen X), the Y
Generation expect a balance between family and work as their personal accomplisments and also a
freedom of expression and creativity. As technological advances support the absurdity of space and
time constraints, Generation Y is able to have multiple career paths and begin a career revolution by
developing self-employment.
Generation Z are the latest generation and will lead the world in the next few decades. Generation
Z are also known as digital natives because their life always driven by technology. Personal
accomplishment of individuals from Generation Z are similar to the Y Gen (e.g. freedom of expression
and creativity) but accompanied with feedback from mentors of their work.
According to the above explanation, we can conclude that individual’s career choice will be closely
related to the dominant characteristics and values of his own generation. Individuals from the
traditional generation will tend to choose a career that is able to provide a personal accomplishment of
strong loyalty. Individuals of the Baby Boomers Generation tend to choose careers that are capable of
providing personal accomplishments in the form of prestige, facilities, and positions. Unlike their
parents, individuals from Generation X tend to choose careers that provide personal accomplishment
in the form of freedom and balance between work and family. While Generation Y as the digital
generation will tend to choose a career that provides personal accomplishment in the form of freedom
to work and creativity by utilizing technological sophistication. Generation Z as the latest generation
will soon tend to choose a career with a personal accomplishment similar to Y generation but also
expect feedback from people who are more experienced.
Knowledge about different personal accomplishments as the most influential factor for shaping
self-efficacy beliefs is very important for HRD practitioners. Because it provides an overview of the past
and present career developments as well as predictions and anticipation for future career development.
By providing this useful informations related to the dynamics of selection and career development, the
HRD practitioners have been give positive impacts for their company’s productivity.

References
Adams, S. J. (2000). Generation X: how understanding this population leads to better safety programs.
Professional Safety, Vol. 45, pp. 26-9.

Blumberg, M., & Pringle, C. D. (1982). The missing opportunity in organizational research:some
implications for a theory of work performance. Academy of Management Review, Vol. 7, pp. 560-9.

Bradford, F. W. (1993). Understanding ‘Generation X’. Marketing Research, Vol. 5, p. 54.

Brown, S. D & Lent, R. W. C (2005). Career Development and Counseling (E-book). John Wiley & Sons, Inc.

Buhane, A. K., & Kovary, G. (2003). The road to performance success: Understanding and managing the
generational divide. Ngen Performance. Retrieved from [Link]

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

80

Clause, C. (n.d.). Traditionalist generation: Definition and characteristics. Retrieved from [Link]

Dose, J. (1997). Work values: an integrative framework and illustrative application to organizational
socialization. Journal of Occupational and Organizational Psychology, Vol. 70, pp. 219-41.

Gibson, R. (2013, March 20). Definition of Generation Y. Generation Y. Retrieved from

[Link]

Grimes, G. (2011, May 23). How Generation X works. [Link]. Retrieved from
[Link]

Heathfield, S. M. (n.d.). Baby Boomers. About Money. Retrieved from

[Link]

Herman, A., & Eckel, R. (2002). The new American worker: what Generation ‘Y’ brings to the
Workplace. Work Matters, May, pp. 1-2.

Horovitz, B. (2012, May 4). After Gen X, Millennials, what should next generation be? USA Today Money.
Retrieved from [Link]

Judge, T. A, & Bretz, J. D. (1992). Effects of work values on job choice decisions. Journal of Applied
Psychology, Vol. 77, pp. 261-71.

Jurkiewicz, C. E. (2000). Generation X and the public employee. Public Personnel Management,Vol. 29, pp.
55-74.

Jurkiewicz, C. E,. & Brown, R. G. (1998). GenXers vs Boomers vs Matures: generational comparisons of
public employee motivation. Review of Public Personnel Administration,Vol. 18, pp. 18-37.

Kane, S. (n.d.). Traditionalists (aka The Silent Generation). About Careers. Retrieved from
[Link]

Karp, H., Sirias, D., & Arnold, K. (1999). Teams: why Generation X marks the spot. The Journal for Quality
and Participation, Vol. 22, pp. 30-3.

Kidd, J. M. 2005. Understanding Career Counseling (E-book). Sage

Kupperschmidt, B. R. (2000). Multigeneration employees: strategies for effective management. The

Health Care Manager, Vol. 19, pp. 65-76.

Kyriakidou, O., & Ozbilgin, M. (2004). Individuals, organizations, and careers: a relational perspective.
Career Development International, Vol. 9 No. 1, pp. 7-11.

Leibow, C. (2014, October 16). Work/life balance for the generations. Huff Post Business. Retrieved from
[Link]

Leschinsky, R. M., & Michael, J. H. (2004). Motivators and desired company values of wood products
industry employees: investigating generational differences. Forest Products Journal, Vol. 54 No. 1, pp.
34-9.

Loretto, P. (n.d.). Characteristics of the Baby Boomer growing up in the Post World War II era. About Careers.
Retrieved from [Link]
[Link]

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]
 Galuh Prawitasari
(The Influence of Generations On Career Choice)

81

Menzies, D. (n.d.). Generation Z: The digital natives. The Official Home of Dave Menzies. Retrieved from
[Link]

Niles, S. G. & Harris-Bowlsbey, J. (2002). Career Development Interventions in the 21st Century. Upper
Saddle River, NJ: Merrill Prentice-Hall.

O’Bannon, G. (2001). Managing our future: the Generation X factor. Public Personnel Management, Vol.
30, pp. 95-109.

Olson, D. M., & Borman, W. C. (1989). More evidence on the relationships between the work
environment and job performance. Human Performance, Vol. 2 No. 2, pp. 113-30.

Renfro, A. (2012, December 5). Meet Generation Z. Getting Smart. Retrieved from
[Link]

Robinson, M. T. (n.d.). The generations* What generation are you? Career [Link]. Retrieved from
[Link]

Schroer, W. J. (2008, March/April). Generations X, Y, Z and the others. The Portal, 40, 9. Retrieved from
[Link]

Smola, K. W., & Sutton, C. D. (2002). Generational differences: revisiting generational work values for
the new millennium. Journal of Organizational Behavior, Vol. 23, pp. 363-82.

Sonnenberg, D. (1997). The ‘new career’ changes: understanding and managing anxiety. British Journal
of Guidance & Counselling, Vol. 25, pp. 463-72.

Stevens, R. H. (2010). Managing human capital: How to use knowledge management to transfer
knowledge in today’s multi-generational workforce. International Business Research, 3(3), 77-83.

Swanbrow, D. (2012, October 23). The Generation X Report: How many Gen Xers know their cosmic address?
Michigan News: University of Michigan. Retrieved from: [Link]

Westerman, J. W., & Yamamura, J. H. 2007. Generational Preferences for Work Environment Fit: Effects on
Employee Outcomes. Career Development International Vol. 12 No. 2, 2007, pp. 150-161.

Wiedmer, Terry. 2016. Generations Do Differ: Best Practices in Leading Traditionalists, Boomers, and
Generations X, Y, and Z. The Delta Kappa Gamma Bulletin: International Journal for Professional
Educators.

PROCEEDINGS | INTERNATIONAL CONFERENCE (2017), pp. 73-81

© IBKS | [Link]