Document Type : Original Article

Authors

1 Ph.D. Candidate, Science and Research Branch, Islamic Azad University, Tehran, Iran

2 Ph.D., Department of Public Administration, Payam-e-Noor University, Tehran, Iran

3 Professor, Sciences and Research Branch, Islamic Azad University, Tehran, Iran

Abstract

1- INTRODUCTION
The human resources of organizations are composed of different generations. one of the most important factors affecting the efficiency of employees from different generations is their procrastination. procrastination acts as an obstacle to the organization’s productivity. The current study is to examine the procrastination of employees as one of the most important generational differences in the private banking sector. the research questions are as follows: 1) are different generations of employees in private banks similar in terms of the level of procrastination? 2) is there a significant difference between the dimensions of procrastination?
 
2- THEORETICAL FRAMEWORK
Procrastination of employees is a global problem. field observations of researchers approve that this phenomenon also exists in iranian public and private organizations. procrastination, also called tomorrow syndrome, has some symptoms as follows: time-consuming and time-wasting behavior, feeling overwhelmed by responsibilities, inability to achieve important life goals, doing things very quickly in the last minutes, daydreaming instead of doing things, and lack of ongoing planning for life. Generation means a group of people who have experienced social or historical events in a similar way. Those born in the 1930s and 1940s, which make up the first generation are considered baby boomers. those born in the 1950s are the x generation. and those born in the 1960s and 1970s are the next generation.
3- METHODOLOGY
The present research is an applied study in terms of orientation, it is a quantitative study regarding the type, and it is an inductive study in regard to approach. The purpose of this cross-sectional research was to describe a phenomenon by three dimensions of energy loss, distraction, and lack of emotional perseverance, and collected needed data using a questionnaire. Therefore, it is a descriptive study in terms of nature and purpose. the statistical population of the study was the employees and managers of private banks in tehran, among which a sample size of 410 was selected. Cronbach's alpha coefficient was used to evaluate the questionnaire’s internal consistency. One-way ANOVA was used to examine the mean difference in procrastination and its dimensions between the four generations. Since the ANOVA is not able to exactly determine which two samples are different, the Bonferroni post hoc test was also utilized.
 
4- RESULTS & DISCUSSION
Analysis of respondents’ age indicated that the number of people born in the 1930s and 1940s as the first generation is 127, those born in the 1950s as the second generation is 144, and those born in the 1960s and 1970s as the third generation is 128. among these three generations, there was a significant difference between at least two generations in terms of procrastination and its components. Therefore, it is concluded that all the research sub-hypotheses are confirmed. that is, different generations are different from each other in terms of the degree of procrastination, and generations are significantly different in terms of the three components of procrastination.
 
5- CONCLUSIONS & SUGGESTIONS
Data analysis indicated that the degree of procrastination varies from generation to generation. generation three had the highest amount of procrastination. generations one and two were not significantly different in terms of procrastination, but both had less procrastination than the third generation. Generation three also had the highest amount of energy which was predictable considering the age and youthful excitement of this generation. generations one and two were also not significantly different in terms of lack of energy. In terms of distraction, the third generation was higher than the second. According to the results of the bonferroni post hoc test, some generations were not significantly different from each other in terms of procrastination and its dimensions. therefore, it was found that there exist other variables over and above generation affecting the employees’ procrastination.

Keywords

Al-Amri, M. (2018). Student-led seminars as an active learning strategy to enhance English as a foreign language procrastinating students’ achievement. Learning and Teaching in Higher Education: Gulf Perspectives, 15(1), 2-13.
Azimi, Sh.; Milnem, G. R., & Miller, E. G. (2020). Why do consumers procrastinate and what happens next? Journal of Consumer Marketing, 7(37), 795-805.
Bartlett, J.; Kortlik, J., & Higgins, Ch. (2001). Organizational Research: Determining Appropriate Sample Size in Survey Research. Information Technology, Learning, and Performance Journal, 19(1), 43-50.
Chauhan, R. S.; MacDougall, A. E.; Buckley, M. R.; Howe, D. C.; Crisostomo, M. E., & Zeni, T. (2020). Better late than early? Reviewing procrastination in organizations. Management Research Review, 43(10), 1289-1308.
Chen, Z.; Zhang, R.; Xu, T.; Yang, Y.; Wang, J., & Feng, T. (2020). Emotional attitudes towards procrastination in people: A large-scale sentiment-focused crawling analysis. Computers in Human Behavior, 110, 1-11.
Chitsaz Ghomi, M. J. (2007). Recognizing the concepts of generation and generation gap. Quarterly journal of Youth and Generational Relations, 1, 85-112. (in Persian)
Clark, K. R. (2017). Managing Multiple Generations in the Workplace. Radiologic Technology, 88(4), 379-396.
Crisostomo, M. E., & Zeni, T. (2020). Better late than early? Reviewing procrastination in organizations. Management Research Review, 43(10), 1289-1308.
Delkhah, J.; Nayyeri, S., & Babaei, V. (2020). Generational differences in public service motivation. Resource Management in Police Journal of the Management Dept, 3(3), 1-30. (in Persian)
Einolf, C. (2016). Millennials and public service motivation: Findings from a survey of master's degree students. Public Administration Quarterly, 40(3), 429-457.
Gadosey, C. K.; Schnettler, T.; Scheunemann, A.; Fries, S., & Grunschel, C. (2021). The intraindividual co-occurrence of anxiety and hope in procrastination episodes during exam preparations: An experience sampling study. Learning and Individual Differences, 88, 102-113.
Gupta, R.; Hershey, D., & Gaur, J. (2012). Time Perspective and Procrastination in the Workplace: An Empirical Investigation. Current psychology (New Brunswick, N.J.) (CURR PSYCHOL), 31(2), 195-211.
Hen, M. (2018). Causes for procrastination in a unique educational workplace. Journal of Prevention & Intervention in the Community, 46(3), 215-227.
Jalali, A.; Delkhah, J., & Afsar, A. (2019). Identification of Generational Differences in public Organizations Employees. Quarterly Journal of Public Organizations Management, 7(3), 137-154. (in Persian)
Kim, S.; Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual Differences, 108, 154–157.
Klingsieck, K. B. (2013). Procrastination in different life-domains: Is procrastination domain specific? Current Psychology, 32, 175–185.
Köse, A. G., & Metin, U. B. (2018). Linking leadership style and workplace procrastination: The role of organizational citizenship behavior and turnover intention. Journal of Prevention & Intervention in the Community. 46(3), 245–262.
Laura, L. J. (2013). Generational differences in work ethic between baby boomers, generation x, and millennial registered nurses, (Doctoral Dissertation), University of Louisiana at Monroe, Available from ProQuest Dissertation and Theses database.
Lauermann, F., & Konig, J. (2016). Teachers’ professional competence and wellbeing: Understanding the links between general pedagogical knowledge, self-efficacy and burnout. Learning and Instruction, 45, 9-19.
Li, L.; Gao, H., & Xu, Y. (2020). The mediating and buffering effect of academic self-efficacy on the relationship between smartphone addiction and academic procrastination. Computers & Education, 159, 100-104.
Lonergan, J. M., & Maher, K. J. (2000). The relationship between job characteristics and workplace procrastination as moderated by locus of control. Journal of Social Behavior and Personality, 15, 213–224.
Meier, K. J., & Hicklin, A. (2007). Employee turnover and organizational performance: Testing a hypothesis from classical public administration. Journal of Public Administration Research and Theory, 18(4), 573-590.
Metin, U. B.; Taris, T. W., & Peeters, M. (2016). Measuring procrastination at work and its associated workplace aspects. Personality and Individual Differences, 101, 254–263.
Michinovm N.; Brunot, S.; Bohec, O. L.; Juhel, J., & Delaval, M. (2011). Procrastination, participation, and performance in online learning environments. Computers & Education, 56, 243–252.
Moeeni Korbekandi, M. (2015). Investigating the effects of generational differences on work values and attitudes, case study: mapna power installation company. Master Thesis, Management Faculty, Tehran University. (in Persian)
Mosaferi Qomi, M.; Rastgar, A., & Azar, A. Damghanian, H. (2017). Identification of Generations in the Workplace in Iran. Organizational Culture Management, 15(4), 947-975. (in Persian)
Nazarizadeh, A.; Moghali, A., & Abbasi, N. (2018). Designing of procrastination model in Iran’s public sector organizations (Case Study: Iranian Airport Company). Quarterly Journal of Public Organizations Management, 6(3), 11-30. (in Persian)
Park, S., & Park, S. (2017). Exploring the generation gap in the workplace in South Korea. Human Resource Development International, 21(3), 276-283
Pekpazar, A.; Aydin, G.; Aydin, U.; Beyhan, H., & Ari, E. (2021). Role of Instagram Addiction on Academic Performance among Turkish University Students: Mediating Effect of Procrastination. Computers and Education Open, 2, 1000-1049.
Pourkarimi, J.; Mousavi, S. M., & Mousavi, S. H. (2017). Identifying the Factors Affecting Employees' Procrastination. Industrial & organizational Studies, 5(2), 183-200. (in Persian)
Rahimi, S., & Vallerand, R. (2021). The role of passion and emotions in academic procrastination during a pandemic (COVID-19). Personality and Individual Differences, 179, 1-12.
Schraw, G., & Wadkins, T. (2007). Doing the things, we do: a grounded theory of academic procrastination. Journal of Educational Psychology, 99(1), 12–25.
Steel, P. (2002). Procrastination and personality, performance, and mood. Personality and Individual Differences, 30, 95-106.
Steel, P., & Klingsieck, K. B. (2016). Academic procrastination: Psychological antecedents revisited. Australian Psychologist, 51, 36–46.
Sutton, J. (2009). Avoid procrastination. New York: Prentice Hall.
Takács, I. (2010). The reasons of overextended studies: Relationship between temperament, character and procrastination. Socialand Management Sciences, 18(2), 51–61.
van Eerde, W. (2016). Procrastination and well-being at work. In F. M. Sirois, & T. A. Pychyl (Eds.), Procrastination, Health, and Well-being, 23(4), 233–253.
van Eerde, W. (2003). A meta-analytically derived nomological network of procrastination. Personality and Individual Differences, 35, 1401–1418.
Wartberg, L.; Thomasius, R., & Paschke, K. (2021). The relevance of emotion regulation, procrastination, and perceived stress for problematic social media use in a representative sample of children and adolescents. Computers in Human Behavior, 121, 1067-1088.
Wellner, A. S. (2000). Generational divide. american demographics, 22(10), 52-58.
Wey Smola, K., & Sutton, C. D. (2002). Generational differences: revisiting generational work values for the new millennium. Journal of Organizational Behavior, 23(4), 363–382.
Wolters, C. A. (2003). Understanding procrastination from a self-regulated learning perspective. Journal of Educational Psychology, 95, 179 –187.
Xiao, Y., & Spanjol, J. (2021). Yes, but not now! Why some users procrastinate in adopting digital product updates. Journal of Business Research, 135, 685-696.
CAPTCHA Image