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Millenials in the Mirror: Work Motivation 
Factors for Generation Z (Gen Z) 

 
 

Russell Calk 
Angelo State University 

 
Angela Patrick 

Texas A&M University Central Texas 
 

Connor Blake 
Angelo State University 

 
 
 
At twenty percent of the population, Generation Z (Gen Z) will soon become a substantial segment 
of the workforce in the United States. Gen Z has unique characteristics apart from their 
predecessors, the Millennials. This creates a challenge for organizations as they seek to recruit and 
retain both Millennials and Gen Z.  This study applied the Work Motivation Inventory, used by Calk 
& Patrick (2017) to examine Millennials’ workplace motivating factors, to determine the motivating 
factors for Gen Z and how Gen Z differs from their predecessors. Results show that Gen Z is more 
primarily motivated by factors such as salary and benefits and meaningful work while the previous 
study showed Millennials being primarily motivated by the desire for recognition and the 
opportunities for interactions while working as part of a team. 
 
Keywords: Generation Z (Gen Z), millennials, work motivation factors 
 
 

Introduction 
Defined as persons born between 1997 and 2012, Gen Z numbers approximately 67 million, 

or over 20 percent of the population, and will soon become one of the most prominent segments of 
the United States workforce (Statista, 2021). By 2030, almost every entry-level position will be filled 
by a member of Gen Z (Gabrielova & Buchko, 2021). While some early members of Gen Z share 
characteristics similar to Millennials, Gen Z has unique characteristics that provide them with their 
own identity and separate them from their immediate predecessors (Pichler et al., 2021).  

Numbering over 78 million, Millennials were the largest generation to enter the workforce 
and, consequently, had a significant impact on the United States labor force (Toossi, 2009). With an 

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employee group that, for the first time in history, spanned four distinct generations working 
together, organizations struggled to recruit, retain, and motivate workers as Millennials entered the 
workplace (Birkman, 2010; Macon &Artley, 2009; Jenkins, 2008). These challenges facing 
organizations will certainly not diminish as the next generation, Generation Z (Gen Z), enters the 
workforce.  

This study applied the methodology used by Calk & Patrick (2017) to examine Millennials to 
determine the workplace motivating factors of Gen Z. By doing so, this study will not only identify 
the workplace motivation factors for Gen Z but also make it possible to compare and contrast those 
factors to Millennials. The results should be of interest to organizations as they seek to recruit and 
retain members of Gen Z while simultaneously seeking to satisfy the workplace motivation factors 
for Millennials. 
 

Literature Review 
 Along with Baby Boomers, born between 1943 and 1960, Generation X, born between 1961 
and 1981, and Millennials, born from 1982 to 1996, Gen Z is now one of four distinct generations in 
the workforce. Gen Z is the most diverse generation to date, with almost half (48%) identifying as a 
racial or ethnic minority (Pew Research Center, 2018). Gen Z is a product of an environment 
defined by extreme and uncertain economic, political, and social change, unprecedented access and 
use of technology, and an extensive educational experience. 

Not surprisingly, Gen Z has been greatly influenced by the world in which they have come 
of age. Gen Z has developed in an environment characterized by significant uncertainty such as the 
post-9/11 wars in Afghanistan and Iraq, the financial crisis of 2008, widespread social unrest, and 
the economic and social upheaval caused by the COVID-19 pandemic, for example. Experiences 
such as these have resulted in a generation that is adaptable, realistic, and highly driven 
(Acheampong, 2021).  

Unlike Millennials who grew up in tandem with the emergence of advances in technology 
such as the internet, smartphones, and social media, Gen Z was born into such technology (Ernst & 
Young, 2015). Technology has afforded Gen Z a sense of independence and freedom to explore 
that other generations have only been able to experience “with a bicycle or a car” (Meehan, 2016). 
Janssen & Carradini (2021) found that 39 percent of people ages 18 to 29 and 45 percent of people 
ages 13 to 17 reported being online constantly compared to 26 percent for all Americans. The 
freedom and independence that the pervasive, almost constant use of technology has provided has 
also led to an increase in mental health issues among the generation caused by cyberbullying or 
stress and anxiety from news headlines (Pichler et al., 2021; Ernst & Young, 2015) 

Gen Z has always had ready and constant access to what previous generations would have 
considered advanced technology. Consequently, Gen Z is capable of finding and processing 
information quickly. Given the abundance of information and variety of alternatives available, they 
tend to scan, evaluate, and decide where to focus their time and attention very quickly. This is often 
interpreted by other generations as having a short attention span and may be perceived as a 
weakness in the workplace (Janssen & Carradini, 2021; Scott, 2016). 

Technology has also influenced the way that Gen Z communicates. With the pervasiveness 
of digital technology, Gen Z prefers online or other text-based communication rather than voice or 
in-person interaction (Janssen & Carradini, 2021). The reliance on digital communication may lead 
to deficiencies in the development of soft skills and impair the ability to communicate, interact, and 
work with others in person (Janssen & Carradini, 2021; Schroth, 2019; Bencsik et al., 2016). In 
general, Gen Z is more likely than other generations to prefer to spend time alone and is less likely 
to enjoy working or interacting as part of a group (Pichler et al., 2021; Schlee et al., 2020). Many new 
Gen Z employees may need basic training on how to write a professional email or communicate on 



54 
 

a business call due to their lack of in-person communication skills (Gabrielova & Buchko, 2021). 
However, they understand the importance of soft skills and in-person interaction and appear to be 
willing to push themselves beyond their comfort zones to address these perceived weaknesses for 
the benefit of their professional careers (Grow & Yang, 2018). 

Notwithstanding the negative short-term, and potentially long-term, effects of the forced 
move to technology-based remote learning due to COVID-19 pandemic lockdowns, Gen Z is on 
course to become the most educated generation to date (Gabrielova & Buchko, 2021; Parker et al., 
2019). Even though many are questioning the value of an advanced degree and are instead opting 
for technical or trade school over a university degree, they are attending postsecondary institutions 
in larger numbers than any previous generation (Pichler et al., 2021). Those members of Gen Z 
attending college view a university diploma as a launchpad for their careers and are selecting majors 
in business or STEM areas that have a proven path to employability (Schlee et al., 2020; Beck & 
Wright, 2019). Beginning in high school, or before, Gen Z is motivated to qualify for admission to 
top-rated universities and become involved in extracurricular and other unique opportunities that 
strengthen their applications (Schroth, 2019). Nevertheless, they are wary of student debt and may 
opt for lower-cost universities despite qualifying for admission into elite institutions (Beck & Wright, 
2019). The emphasis on academics and extracurricular activities has resulted in a substantial 
reduction in the number of teenagers participating in the workforce (Schroth, 2019). This lack of 
practical, real-world work experience could potentially impact their future career readiness. 
 Gen Z tends to be conservative with money, preferring to save rather than spend (Anatole, 
2013). More than half of Gen Z worry about their financial future (Nielson, 2015). Due to their 
families’ financial struggles during the 2008 recession and the COVID-19 economic upheaval, Gen 
Z places a high value on security and extrinsic factors such as competitive pay and benefits 
(Acheampong, 2021; Gabrielova & Buchko, 2021; Mahmoud et al., 2021; Dwivedula & Singh, 2020; 
Bencsik et al., 2016). While extrinsic factors are foremost, Gen Z also values intrinsic factors such as 
ongoing professional development and continuous learning and demands effective organizational 
engagement and support (Gabrielova & Buchko, 2021; Dwivedula & Singh, 2020). Gen Z are highly 
ambitious and entrepreneurial and may grow impatient with their career growth within a traditional 
organizational hierarchy (Boyer et al., 2020). Gabrielova & Buchko (2021) found Gen Z to be 
achievement-oriented and committed to having their ideas heard and valued. 
 Gen Z expects to be treated with respect and are motivated by a positive work environment 
and positive attitudes from their supervisors (Acheampong, 2021; Schroth, 2019). They tend to work 
best when given explicit goals and deadlines and a sense of purpose in their work. Because they 
strive for advancement and career development, Gen Z prefers frequent feedback on performance 
and embraces lessons learned from their mistakes (Acheampong, 2021; Gabrielova & Buchko, 
2021). However, if they feel they are disrespected, they will reciprocate the perceived behavior, and 
they tend to display strong negative emotions toward what they believe is a negative culture 
(Schroth, 2019; Fratricova & Kirchmayer, 2018). To be effective, leaders must understand and adapt 
to differences in communication styles and help Gen Z understand that the development of job-
specific knowledge is an experiential and potentially time-intensive process that flows down from 
more experienced employees (Hardin, 2021). 
 

Methodology and Results 
 To identify the work motivation factors for Gen Z and to compare and contrast those 
factors to Millennials, this study parallels the study of Calk & Patrick (2017). This study surveyed 201 
undergraduate students enrolled in a sophomore-level accounting class at a midsized, regional 
university located in the Southwestern United States. The survey consisted of nine demographic 
questions and sixty constant-sum questions from the Work Motivation Inventory developed by Hall 



55 
 

& Williams (1967) and most recently revised and updated by Teleometrics International, which 
distributes the survey, in 2000. The copyrighted Work Motivation Inventory is available directly 
from Teleometrics International at http://www.teleometrics.com.  
 The Work Motivation Inventory is a 60-item inventory that uses a forced-choice, paired 
comparison technique to create a motivational profile of an individual’s values and needs considered 
important in making workplace decisions. The Work Motivation Inventory is modeled after 
Herzberg’s (1959) Hygiene-Motivator Model of Satisfaction and Maslow’s (1943) Hierarchy of 
Needs. The instrument measures five workplace motivational needs: Basic, Safety, Belonging, Ego-
status, and Actualization. This study assumes the validity of the Work Motivation Inventory given its 
robust history as well as the broad application and the instrument’s theoretical foundation. Exhibit 1 
provides a brief description of each motivational need captured by the Work Motivation Inventory. 
 
 
Exhibit 1 - Five Motivational Needs of the Workplace Motivation Inventory 
 

Basic 

Reflected in concerns for pleasant working conditions, more leisure time, more 
luxurious personal property, increased salary, and avoidance of physical strain or 
discomfort 
 

Safety 
Reflected in concerns for performance standards, safe working conditions, and 
fringe benefits such as insurance and retirement plans 
 

Belonging 
Reflected in concerns for friendly colleagues, opportunities for interaction with 
others, and team membership 
 

Ego-status 
Reflected in concerns for recognition and rewards for performance and opportunities 
for job advancement 
 

Actualization 
Reflected in concerns for more challenging and meaningful work that allows for 
creativity and leads to a sense of personal fulfillment 
 

 
 The five workplace motivational needs measured by the Workplace Motivation Inventory 
address a spectrum of factors. Basic and Safety address fundamental concerns such as working 
conditions, salary, and benefits. Belonging relates to interpersonal relationships in the workplace. 
Along the other end of the spectrum, Ego-status and Actualization reflect the desire for recognition 
and rewards for challenging and rewarding work. Although the five factors lie along a spectrum, they 
are not a hierarchy of needs such as those proposed by Maslow (1943). It is not necessary, for 
example, that the Basic factor be satisfied before a worker becomes motivated by Ego-status or 
Actualization. 
 A total of 65 participants responded to the survey, with a response rate of 32.34 percent. 
Three participants were excluded from the final sample: two because of missing variables and one 
because the respondent’s age was 47 (not a member of Gen Z). This resulted in a final sample size 
of 62. The respondents had a mean age of 20.28 (SD = 5.48), with a range of 18 - 47. Table 1 shows 
the frequency distribution for other demographic variables. Just over half (57%) of respondents 
were male. Approximately half (51%) had full-time work experience. The majority (72%) had at least 
some part-time work experience. In short, the sample represents a Gen Z cohort with workplace 
experience. 
Table 1 - Frequency Distribution of Demographic Variables 
 

http://www.teleometrics.com/


56 
 

Variable n % 
Gender   

Male 37 57 
Female 28 43 

Full time work experience   
Yes 33 51 
No 32 49 

Part time work experience   
Yes 47 72 
No 18 28 

 
 A repeated measures ANOVA with one within-subjects factor was conducted to determine 
whether significant differences existed among the five Work Motivation Inventory factors: Basic, 
Safety, Belonging, Ego-status, Actualization. Mauchly’s test of sphericity showed that the 
assumption was violated at an alpha level of 0.05 (p < 0.001). The p-values for the within-subjects 
factor and the interactions of the within-subjects factor were calculated using the Greenhouse-
Geisser correction to adjust for the violation of sphericity. The main effect for the within-subjects 
factor was significant (F4,244 = 15.42, p < 0.001), indicating that there were significant differences 
between the five factors. (See Table 2). There were no significant interactions between the factors.1 
 
Table 2 - Repeated Measures ANOVA for Differences in Work Motivation Inventory Factors 
 

Source df SS MS F p 
Within subjects      
Within factor 4 8,001.47 2,000.37 15.42 <.001 

Residuals 244 31,656.93 129.74   
 
 Tukey tests were performed to examine the pair-wise comparisons between the five factors. 
Results are shown in Table 32. Basic was significantly greater than Safety (t = 4.44, p < 0.0001). 
Belonging (t = 3.91, p =0.002), and Ego-status (t = 7.73, p < 0.0001) but was not significantly 
different from Actualization (t = 1.92, p = 0.317). Safety was not significantly different from 
Belonging (t = 0.54, p = 0.983) and Actualization (t = -0.89, p = 0.899) but was significantly greater 
than Ego-status (t = 4.22, p < 0.0001). Belonging was significantly greater than Ego-status (t = 4.11, 
p = 0.001) but not significantly different from Actualization (t = -1.46, p = 0.592). Finally, Ego-
status was significantly less than Actualization (t = -6.93, p < 0.0001).  
  

 
1 A MANOVA test was conducted to examine whether demographic variables were significant in explaining 
variability in the Work Motivation Inventory factors.  None of the demographic variables were significant, so the 
results are not reported in this study. 
2 The analysis was repeated using a nonparametric Freidman rank sum test.  The results were the same as the 
parametric tests discussed in this study. 



57 
 

Table 3 - Pairwise (Tukey) Comparisons of Work Motivation Inventory Factors 
 

Contrast Difference SE df t p 
Basic - Safety 6.97 1.57 61 4.44 < .001 
Basic - Belonging 8.05 2.06 61 3.91 .002 
Basic – Ego-status 15.61 2.02 61 7.73 < .001 
Basic – Actualization 4.81 2.50 61 1.92 .317 
Safety - Belonging 1.08 2.00 61 0.54 .983 
Safety – Ego-status 8.65 2.05 61 4.22 < .001 
Safety – Actualization -2.16 2.43 61 -0.89 .899 
Belonging – Ego-status 7.56 1.84 61 4.11 .001 
Belonging – Actualization -3.24 2.22 61 -1.46 .592 
Ego-status – Actualization -10.81 1.56 61 -6.93 < .001 

 
These results suggest several conclusions regarding the motivations for Gen Z in the 

workplace. First, Gen Z is motivated by earning a sufficient salary in a pleasant working 
environment (Basic) while doing challenging and meaningful work (Actualization). Benefits, working 
conditions, and performance standards (Safety) rate higher than Actualization, but the difference is 
not statistically significant. Gen Z is least motivated by recognition and rewards (Ego-status), with 
the factor rating significantly lower than all four of the other motivating factors. 

 
Discussion and Conclusion 

 Each successive generation has its own varying beliefs, attitudes, values, and expectations 
(Niemiec, 2000). It is, therefore, not surprising that the results of this study examining the work 
motivation factors for Gen Z are different than the results of Calk & Patrick (2017) who examined 
Millennials. In descending order, Millennials scored highest on Ego-status, Belonging, and Basic. 
Ego-status was significantly more important than Safety. Results of this study showed that Gen Z 
rated, in descending order, Basic, Actualization, and Safety as the most important. While Ego-status 
was the most important factor for Millennials, it was the least important for Gen Z. In fact, for Gen 
Z, Ego-status was significantly less important than all of the other four factors.  
 These results suggest a potentially challenging situation for organizations as they seek to 
recruit and retain talent for all levels of the entity from both Millennials and Gen Z. Organizations 
must simultaneously put systems in place that will appeal to Millennials who are motivated primarily 
by a desire for rewards and recognition and concerns for interaction and team membership and Gen 
Z who place greater value on benefits such as insurance and retirement plans. Both generations 
place value on earning a reasonable salary while doing meaningful, challenging work in pleasant 
work conditions. Although specific recommendations are beyond the scope of this study, perhaps a 
reasonable suggestion would be for organizations to focus on the factors that the generations have 
in common. Future research could examine how organizations successfully, or unsuccessfully, cope 
with the similarities and differences between the various generations that comprise their workforce. 
  



58 
 

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