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Generation Z is arriving in the workforce. Do these youngsters have the skills and traits to fit project teams? This study reviews the literature concerning project management competencies and the traits that are associated with Generation Z. To deepen the understanding of its members (Gen Zers) traits, we explore the self-awareness of their profile, strengths and weaknesses with an empirical study. We used a mixed-method approach, implementing a survey on a sample of 211 college students about to enter the labor market. Comparing our survey results with the literature, we identified differences that reveal some of the lack of awareness of Gen Zers about their traits. Further analysis also revealed a significant correlation between the most highlighted Generation Z traits and essential project management soft skills, pointing to Generation Z as a promissory asset in the project management field. However, other essential project management (PM) soft skills were not grounded in personality traits. Our findings, namely the lack of awareness and association results, suggest the need for further research on educational approaches and re-thinking and targeting education and training policies that could strengthen Generation Z soft skills. Our results also suggest reflections about whether the Gen Zers traits fit the PM competencies sought by organizations.

Purpose The purpose of this paper is to explore the Brazilian managers’ attitudes toward older workers, and how those attitudes explain HRM decisions in hypothetical scenarios. Design/methodology/approach Brazilian managers (n=201) reported their attitudes toward older workers and their decisions in scenarios involving an older vs a younger applicant/worker. Findings In spite of expressing positive attitudes toward older workers, a significant number of managers chose a younger one even when the older worker is described as more productive. To build a better understanding of how attitudes predict decisions, it is necessary to identify attitudinal profiles and the interplay between attitudinal dimensions, rather than simply studying each dimension separately. Attitudinal profiling also shows that some managers discriminate against younger workers, a finding, that is, ignored when (only) regressions are taken into account. The managers’ attitudes and behavioral intentions relate with their age. Evidence does not support the double jeopardy effect against older women workers. Research limitations/implications The sample is small. The scenarios cover a reduced number of HRM decisions. The data about attitudes and decisions were collected simultaneously from a single source. The findings may be influenced by idiosyncrasies of the context. Future studies should also consider real situations, not hypothetical ones. Practical implications Efforts must be made (e.g. via training and development) to raise managers’ awareness about the consequences of ageism in organizations. Originality/value Empirical studies about managers’ perceptions/attitudes toward older workers are scarce. Studies in the Brazilian context are even scarcer.

Expository approaches in project management education do not seem to be engaging engineering students. Although the students acquire remarkable theoretical knowledge throughout their coursework, they lack transferable competences, such as soft skills, which are scarcely attended in the teaching of project management. Generation Z's characteristics differ from previous generations and should be considered in new project management education approaches and methods. This article reviews the project management competencies, Generation Z profile, and teaching methods trends reported in the literature. It presents a study involving 147 engineering students, through a self-report questionnaire, to explore their profile's self-awareness and compare it with the literature. A correlational study links the Generation Z's personality traits with project management soft skills. Findings reveal interesting personality characteristics of Generation Z engineering students for the project management field. However, this sample showed low recognition of their individualism, less personal relationships, and did not value their creative potential. There were also differences in Electronic, Electrical, and Computer Science engineering students, namely, lower emotional intelligence. Some highlighted traits have a significant effect on critical project management soft skills. Other soft skills were not supported in personality traits. This work suggests implications for re-think educational approaches to Generation Z engineering students.

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