Managing a multigenerational team presents both challenges and opportunities in today’s laboratory environment. At the 2025 Lab Manager Leadership Summit, taking place April 7-9 in Pittsburgh, PA, Kerrie Lashley, Todd McEvoy, and Olivia Borges will share their insights on fostering collaboration among diverse age groups. In this Q&A, they discuss strategies for resolving generational conflicts, recognizing achievements in a meaningful way, and leveraging the strengths of a multigenerational workforce to enhance lab efficiency and innovation.

How do you address potential conflicts that may arise due to generational differences in work styles or approaches to problem-solving?

Kerrie Lashley (KL): I promote dialogue, encouraging individuals to share their perspectives and discuss their work preferences. I recognize that each generation brings unique strengths, so I stay flexible and leverage these strengths in specific laboratory tasks. Additionally, I create opportunities for knowledge sharing, cultivating a more supportive and collaborative environment within the team. This approach has helped me resolve problems within the team and our work environment.

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Todd McEvoy (TM): As a leader, you must position yourself to see both sides of any conflict. This typically requires you to take an independent view and ask specific open-ended questions. This allows you to understand more about what might be driving the conflict from the viewpoint of each individual. There may be an underlying source that’s not visible on the surface.

Like with many groups, it is imperative to create a decision-making process that encourages sharing of thoughts and ideas.  

Olivia Borges (OB): To address generational differences in work styles or approaches to problem-solving, I think it's important to lead with open communication and mutual respect. I encourage a team culture where everyone feels comfortable sharing their perspectives, whether they’re more traditional or more innovative. I also find that emphasizing the value in each generation’s strengths—experience versus fresh ideas—helps bridge gaps. When problems arise, we focus on the shared goal rather than differences in approach.

What are some successful mentorship or reverse mentorship practices you’ve implemented to encourage knowledge-sharing and collaboration between older and younger team members? 

KL: I acknowledge that the younger team members are tech-savvy and incredibly talented at completing tasks quickly. However, they often sacrifice efficiency in the process. In contrast, the older generation tends to focus on thoroughness, which may take longer but results in a well-done job. I set clear goals for each task to bridge this gap and prioritize diversity in pairing team members. I also facilitate open communication between them as they collaborate on assignments. After the task is completed, I encourage feedback, which is typically very positive. The older generation imparts valuable lessons in patience and efficiency to the younger members. In contrast, the younger team members share their knowledge of the latest technologies with their more experienced counterparts.

TM: I can think of one situation that stands out as a success. We worked as a team to pair an older team member with a younger team member in a succession-planning effort. We took a structured approach, which included focusing on five main points: 1) set expectations together, 2) outline time commitment, 3) prioritize the collaboration time, 4) get feedback from each team member individually, and 5) agree on how to handle conflict. By taking this approach, it was easier to manage the knowledge sharing because all parties had agreement on expectations.

OB: We have implemented reverse mentorship in a way that allows younger team members to teach older ones about new technologies or trends. For instance, a senior team member might learn about cutting-edge lab software from a younger person, while the younger team member gains insights into problem-solving based on years of experience. I encourage everyone to take on both mentorship and mentee roles, which creates a more dynamic learning environment. This not only fosters knowledge sharing but also encourages a more collaborative, less hierarchical atmosphere.

How do you celebrate achievements and recognize efforts in a way that is meaningful across all generations within your team?

KL: When our team achieves a significant milestone, we celebrate with a lunch outing or some delightful treats in the office. I make it a point to publicly acknowledge and thank each team member in front of students, faculty, and our department. Additionally, I show my appreciation by giving small tokens of gratitude, such as gift cards.

TM: I think it is important to not make assumptions on what others feel is appropriate recognition. It is important to find what your team feels is important. Ask them to communicate their preferences openly so that you can develop a strategy for celebration and recognition. You may not be able to provide everything everyone asks, but you have the information to set boundaries and ways to celebrate and recognize.

OB: I make a point to celebrate achievements in a way that feels authentic to each person. Some team members love public recognition, like in team meetings, while others might prefer a private “thank you” or acknowledgment of their hard work in a one-on-one setting. I’ve seen success in combining both approaches: shoutouts for team wins, which brings energy and unity, but also handwritten notes or small tokens of appreciation to highlight individual efforts. I’ve also made sure that team-wide accomplishments are celebrated together, making it clear that we’re all part of the same success, regardless of age.

What do you feel is one of the most misunderstood aspects of your generation in the workplace?

KL: One of the misconceptions of working with the older generations like Gen X and Millennials is the belief that they know everything and are resistant to learning new concepts. However, I've found this couldn't be further from the truth. In both cases, each generation genuinely desires to learn, but the key lies in how we approach teaching them. My strategy involves taking the time to understand how each individual receives, processes, and applies information. I strive to tailor my approach accordingly.

TM: It’s a myth that all GenX’ers are resistant to change and that we don’t like technology. Many of us have seen substantial changes in technology and have adopted new ways of living and working.

OB: One of the most misunderstood aspects of Gen Z in the workplace is that we’re often seen as "disengaged" or "entitled." However, I believe we’re actually incredibly driven and value purpose and flexibility more than previous generations might expect. We thrive in environments where we feel like our work matters, and where there’s room for growth and adaptation. We’re not afraid of change; we embrace it and often seek out new solutions. It can be easy to misread that as impatience or a lack of commitment when really, we just want to make an impact in a way that feels the most meaningful.

How can having a multigenerational team that collaborates and works cohesively benefit the lab, and what unique advantages have you seen emerge from this diversity?

KL: There are numerous advantages to having a multigenerational team. The diverse range of life experiences contributes to rich and unique interactions. Even though we work in a professional setting like the lab, the interpersonal relationships formed while collaborating on projects are invaluable. Trust and respect are nurtured among team members, which enhances efficiency and genuine enjoyment in their work. The advantages of a multigenerational team go beyond the lab; individuals take the insights gained from these valuable interactions and apply them to enhance their other relationships. I've witnessed how each generation influences one another, leading to shifts in mindset, increased accountability, and improved communication. Challenges are no longer viewed with fear; instead, they are embraced as opportunities for growth, benefiting everyone, myself included.

TM: Multigenerational teams can provide significantly more depth and experience than a team consisting of generationally similar people. Older staff may have a great deal of knowledge in one space, but I’ve seen that folks from younger generations have an easier time developing electronic solutions that expedite us getting to the answer.

OB: Having a multigenerational team is a huge asset in the lab. Each generation brings something unique: older team members have the wisdom and practical experience to troubleshoot issues and mentor with depth, while younger team members are more agile in picking up new technology and adapting to rapid changes. It creates a rich environment for learning, where older team members can be refreshed by new ideas and younger team members can grow through practical experience. The cross-pollination of knowledge leads to more creative solutions to problems, and having a diversity of perspectives ensures that we’re not stuck in one way of thinking. It also creates a more inclusive and supportive culture, as everyone learns from each other, and it fosters a deeper respect for different approaches to work and problem-solving.

Kerrie Lashley is an anatomist and laboratory manager. Her extensive background in cancer research, genomics, sequencing, and genotyping has equipped her with the expertise to build teams and provide leadership in developing laboratory processes and ensuring laboratory efficiency. Kerrie has two decades of teaching human gross anatomy at the university level and has been an anatomy instructor and the gross anatomy laboratory manager at the George Washington University (GWU) School of Medicine in Washington, DC for the past seven years. Kerrie is a dedicated professional who aims to utilize her laboratory operations and teaching expertise to mentor aspiring gross lab managers through education and effective leadership.

Todd McEvoy is vice president of Laboratory Services with Azzur Group. In this role, he is accountable for all business aspects, including people, operations, quality, and sales. He holds a PhD in chemistry from The University of Texas at Austin.

Olivia Borges received their BS in Biology from the University of Scranton. During their time there, Olivia did research in two microbiology labs with Dr. Amelia Randich and Dr. Bryan Crable. After graduating, Olivia joined Dr. Shuo Han at Duke University as a research technician studying the human gut microbiome. Olivia was also the lab manager for Dr. Shuo Han's lab and was crucial to the setup of her new lab. Currently, Liv is a research technician for Dr. Christina Zakas at NC State studying the genetic basis of EvoDevo in Streblospio benedicti. Outside of research, Liv spends time hiking, painting, and playing the piano.

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