| Course | MT304 Leading the 21st Century Organization |
|---|---|
| Unit | Unit 9 |
| Paper type | Workforce composition study |
| Length | About 1,110 words, 7 pages double-spaced |
| Format | APA 7 student paper |
| School | Purdue University Global |
| Program | BS in Business Administration |
| Updated | October 2026 |
Free sample paper for MT304 Unit 9
Tenure, Not Birth Year: An MT304 Unit 9 Workforce Composition Study of Generational Labels at a Claims Office
[Student Name]
Purdue University Global
MT304: Leading the 21st Century Organization
Unit 9 Workforce Composition Study
[Instructor Name]
[Date]
The insurer, its survey, records and staff are composite; the research cited is real.
The Request
The director's email, in part: "We need a Gen Z plan with weekly feedback, since that's what they expect, and a boomer plan that deals with resistance to the photo software. Millennials and Gen X we can probably handle together."
What Research Supports
A 2020 consensus report from the National Academies concluded that generational categories are not a sound basis for workforce management decisions, because the evidence for meaningful differences between generations at work is weak and the boundaries between categories are arbitrary (National Academies of Sciences, Engineering, and Medicine, 2020). Costanza et al. (2012), pooling studies of how satisfied, committed and ready to quit workers of different generations were, found that differences across generations were small and inconsistent, and that most of the variation lay within generations.
Work motives do shift with age. Kooij et al. (2011), in a meta-analysis, found that some motives, such as growth and extrinsic rewards, tend to weaken with age while intrinsic motives and security strengthen. But those shifts are modest and vary more within age groups than between them, and they are about age, not about generations.
Why One Survey Cannot Separate Age From Generation
At any single point in time, a person's age, their generation and the period they are living through are linked. A 25-year-old appraiser surveyed in 2025 is young, a member of a particular cohort and new to the job, all at once. One survey cannot tell which of those explains an answer. A difference that looks generational may simply be what it is like to be new.
Method
Two sources were used. The insurer's 2025 engagement survey received 318 responses from claims staff, including a self-reported caregiving question. Override records from the photo-estimating software show how often each appraiser changed the software's figure in the past year. Both were cut two ways: by birth-year band, under 30, 30 to 44, 45 to 59 and 60 and over, and by tenure band, under 2 years, 2 to 5, 6 to 10 and over 10. All results are reported by group, never by person.
Findings
Table 1: Engagement. Mean engagement on a five-point scale ranged from 3.6 to 3.9 across birth-year bands, a spread of 0.3. Across tenure bands, it ranged from 3.2, for staff with 2 to 5 years, to 4.1, for staff under 2 years, a spread of 0.9. Tenure explained about three times as much as birth year.
Table 2: Overrides of the photo software. If boomers resisted the software, they should override it less. They override it more: appraisers over 60 changed the figure on 9 percent of claims. But so did appraisers aged 30 to 44 with over ten years' tenure, at 8 percent. New appraisers of every age overrode it least, at 2 to 3 percent. Override rates track experience, not age, and veterans of every age override more because they know what the software misses.
Table 3: Intent to leave. Intent to leave in the next year was highest among staff paid below the posted midpoint for their role, 41 percent, and among staff reporting heavy caregiving loads, 38 percent. Within birth-year bands, it ranged from 18 to 26 percent.
The "boomer resistance" in the request is the same behavior the Unit 7 recheck showed was catching the software's mistakes.
Why the Labels Persist
If the evidence is so weak, why did the director ask for generational plans? Part of the answer is that the labels are convenient. They sort a workforce into four groups that are easy to name, and popular writing about each group gives managers a ready explanation for behavior they find puzzling. A new appraiser who asks for feedback every week looks like a Gen Z appraiser; a veteran who changes the software's figure looks like a boomer resisting change. In both cases, the label replaces a more useful question: what about this person's situation, their tenure, their caregiving or their pay, might explain what they are doing? The data here suggest that question has better answers. They also suggest a cost to the labels: a veteran told her override habit was resistance may stop overriding, and the Unit 7 recheck showed what that would cost policyholders.
Implications
The four generational plans the director requested would aim at differences that are small in our data and in the research. The evidence points to three plans aimed at what does differ:
1. A tenure plan. Engagement dips sharply at 2 to 5 years. That is when appraisers have mastered the basics but have not been promoted; the Unit 3 pay transparency analysis showed many applying and being turned down. Clear development paths and feedback after a turned-down application address that dip, for every age.
2. A caregiving plan. Flexible scheduling during surges for staff with heavy caregiving loads, who report the highest intent to leave after pay.
3. A pay placement plan. Staff below midpoint have the highest intent to leave. Adjusting the eleven appraisers identified in Unit 3 is the most direct retention step available.
Weekly feedback may be good for everyone, especially new staff, but it is not a Gen Z need. And the software override behavior should be treated as expertise to spread, not resistance to manage.
What the Director Can Do Next Week
The director does not need to wait for a full program. Three steps are available at once: ask HR for the list of staff below their posted midpoint, ask team leads which appraisers are two to five years into the job and have applied for promotion, and ask the veteran appraisers what they override most often and why. Each answer points to an action that will matter more than a generational plan.
Limits
This is one year of data from one office. The 318 responses are a self-selected group, and caregiving is self-reported. The study cannot separate a cohort effect from the effect of being new, so it cannot prove that generation plays no role. It can show that tenure, caregiving and pay explain more of what the director cares about.
Conclusion
Research and the insurer's own data agree: generational labels explain little about engagement, software use or intent to leave at our claims office. Tenure, caregiving and pay position explain much more. The director's two generational plans should be replaced with plans aimed at those three conditions.
References
Costanza, D. P., Badger, J. M., Fraser, R. L., Severt, J. B., & Gade, P. A. (2012). Generational differences in work-related attitudes: A meta-analysis. Journal of Business and Psychology, 27(4), 375-394. https://doi.org/10.1007/s10869-012-9259-4
Kooij, D. T. A. M., De Lange, A. H., Jansen, P. G. W., Kanfer, R., & Dikkers, J. S. E. (2011). Age and work-related motives: Results of a meta-analysis. Journal of Organizational Behavior, 32(2), 197-225. https://doi.org/10.1002/job.665
National Academies of Sciences, Engineering, and Medicine. (2020). Are generational categories meaningful distinctions for workforce management? The National Academies Press. https://doi.org/10.17226/25796
Reading the MT 304 Unit 9 instructions
In Unit 9 students examine claims about generational differences in their workforce. The study should quote the request or belief being tested. Instructors expect a summary of what research does and does not support, including the difference between age effects and generational effects. A method note should explain the limits of cross-sectional data. Organizational data should be cut in more than one way, for example by birth year and by tenure, to see which explains more. Findings should be reported by group, protecting individuals. Implications should replace generational plans with plans aimed at whatever the data show matters. A limits section should state what the study cannot prove. Tables, even simple ones, help readers compare the cuts side by side.
How the MT 304 Unit 9 example is put together
The sample quotes the director's email. A research section cites the National Academies report and Costanza and colleagues, then concedes modest age-related shifts in motives from Kooij and colleagues. A method section explains why a single survey cannot separate age from cohort. Three tables follow: engagement by both cuts, overrides by age and tenure and intent to leave by pay position and caregiving, under the highlighted line that the supposed boomer resistance is the same behavior that caught the software's mistakes. A section explains why the labels persist. Three plans, for tenure, caregiving and pay placement, replace the four requested, and immediate steps for the director follow before the limits.
Where the points sit in the MT304 Unit 9 rubric
Workforce composition studies are mostly judged on accurate use of research, sound method, clear findings and implications that follow from data. Graders reward studies that distinguish age, period and cohort and that acknowledge what cross-sectional data cannot show. Cutting data in more than one way shows analytical care. Findings should be reported at group level. Implications should target factors the data support. Limits should be specific. Connecting findings to earlier course work strengthens the study. Research sources, including consensus reports and meta-analyses, appear in APA 7. Studies that accept generational labels and simply describe each generation's supposed traits usually score poorly, since the unit asks students to test those labels.
MT304 Unit 9 help: mistakes that cost points
Generational papers often repeat popular descriptions of each generation as if they were findings. Another common gap is confusing age with generation, so differences that come from being young or new are attributed to birth year. Some students cite one survey showing differences without considering meta-analyses that find them small. Organizational data is rarely cut more than one way. Implications may simply recommend separate programs for each generation. Before drafting, ask whether your organization's survey or HR data can be grouped by tenure as well as age. Comparing the two cuts is usually the most revealing step. If tenure explains more, the plan should follow tenure, whatever the request said.
Get an MT304 Unit 9 example written to your instructions
Describe the mix of ages, tenures and circumstances on your team, plus any survey or HR figures you can share in anonymized form. Add the Unit 9 instructions and rubric, and a study is returned within 24-48h that tests the generational explanation against those figures and recommends by career stage instead. A first sample carries no fee. The paper above is an original model document written by our desk, not a submitted student paper and not an official Purdue University Global document.
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MT304 Unit 9 questions, answered
My prompt asks me to describe four generations. Can I still question the labels?
Usually, and doing it well is often what earns the higher marks. Describe the categories as the prompt requires, then show what the evidence says about their usefulness, citing the research accurately. The strongest papers answer the prompt's question and then test its premise, rather than refusing the assignment or accepting stereotypes without examination.
What if I have no workplace data to cut?
Published surveys reporting results by both age and tenure, or by life stage, can stand in, and your readings may include some. Say clearly that the data are not from your organization. A small anonymous poll of colleagues, reported with its limits, can also illustrate the point without claiming to prove anything about the wider workforce.
Is it wrong to say age groups want different things?
Not wrong, but incomplete. Preferences do shift with age and life stage, on average and modestly. Trouble begins when a birth year is treated as a reliable predictor of what one person needs. A paper that acknowledges average differences while designing options people choose for themselves handles the evidence fairly and avoids caricature.
Where can I find a free MT304 Unit 9 sample paper?
The complete MT304 Unit 9 workforce composition study is on this page, testing generational labels against an insurer's survey and override records.
What explains more than generation in the MT304 Unit 9 sample?
Tenure, caregiving load and pay position within the posted range.