EDUC 77011 ASSIGNMENT 3

Trends and Issues in Adult Learning: Research Paper

Successful instructional strategies for catering to multigenerational audiences – meeting on a

common ground

Corporations today face many challenges, and managing a workforce comprising of

employees from different generations working together is one of them. The economic recession

occurring in 2008 meant that the older generation (Baby Boomers) could not retire earlier as they

expected. Consequently, many of them have had to keep working to maintain their lifestyles

(Cekada, 2012). Hence while they have been working, the younger generations have entered the

workforce.

Background Information and rationale for research:

By 2020, most companies will have four or five generations working side by side. These

are individuals often with fundamentally different experiences that can lead them to

communicate differently, and value different things in the workplace. Regardless of

whether HR and L&D leaders embrace this shift in diversity or not, addressing this

change presents a challenge. Generally speaking, we often see misunderstandings

between the generations, with one generation blaming another for all the problems in the

world. (Shepherd, 2018)

Hence, having employees from diverse generations sometimes decades apart has created

challenges as each generation brings with it different mindsets, skills, perceptions and

expectations. As multi-generational employees increase in the workplace, organisations need to

be aware of their learners’ demographics and learning needs to ensure that learning initiatives are

effective. Designing professional training for a diverse workforce can be a challenge for training

professionals as generational differences, coupled with rapid changes in technology, and the way
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we communicate have a large impact on the way learners learn. In addition, the ‘rules’ which

govern how younger employees treat older employees have also changed. Ignoring all these

aspects while creating learning initiatives may lead to ineffective training and disengaged

learners.

According to a Gallup research, 73 % of disengaged employees are actively searching

elsewhere (Harter and Atkins, 2017). Proper training results in 24% higher profits for companies

according to a study by the American Society for Training and Development (ASTD, 2009).

These statistics clearly indicate that investing in training initiatives to create engaged

employees at all generational levels is beneficial for a company and its profit margins. This is the

rationale for this topic and subsequent research

Overview of Research and Thesis Statement:

Research has been carried out by analysing research papers, training videos, training

journals and statistical data from Gallup. The paper focuses on three main points.

The characteristic attributes of the different generations along with their impact on

behaviour and its effect on learning styles and preferences.

Impact of technology on generations with strategies on how to bridge the tech divide and

use technology for the benefit of all generations.

Use of multiple instructional strategies and tools, and best practices for utilising them

with a multigenerational audience. Strategies include clarifying the purpose of training,

interactivity, gamification and rewards, social learning, team approach and flexibility in

providing choices.

Although there are five generations covered in this research, they have been referred to as

the older and younger generation when analysing their learning preferences.
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Theme Statement: The focus of this paper is on researching successful instructional strategies

that will cater to a multigenerational audience where they can meet on a common ground and

learn effectively.

Different generations and pertinent attributes:

The diverse mix of multigenerational employees include the Traditionalists’ (born

between 1946-1949), Baby Boomers (1946-1964), Generation X (1965-1981), Millennials

(1982-1990) and Generation Z (born after1995). Each generation has different work ethics, value

systems , and communication styles which determine how they show respect and interact with

others. Traditionalists’ are known to respect authority and stress upon the value of hard work

with long careers in the same company. They grew up amidst the Great Depression and self-

sacrificing values were their core.

Baby Boomers grew in economic stability because of their parents self-sacrificing values.

They depict more competitiveness and hard work. Their generation saw the rise of the more-

than-40-hour work week. They hold senior positions, are devoted to their work and more so,

expect others to behave in a similar manner.

Generation X grew up in independent households with both parents working and hence

developed independence. They are known as independent workers in the workplace. They saw

their parents struggle with lay-offs and their loyalty to a company is not the same as that of the

previous generations.

Millennials are the ‘entitled’ generation, well-educated and they along with Generation Z

are driven by technology. Showered with attention from their parents, they developed self-

confidence (which has been perceived as arrogance by older generations). Their parents had high
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expectations from them which resulted in the development of high level multi-tasking skills in

this generation.

From a training perspective, the challenge is that different generations learn differently

with varied learning preferences. To add to the complexity, although generations are

characterized by certain traits, it is important to remember that each individual is also shaped by

their culture, family values, and life circumstances.

Hence, learners cannot be stereotyped based on the generation they belong to. To address

this issue, the solution is two-fold and involves knowing the learner by conducting a thorough

Training Needs Analysis; and looking for similarities rather than differences to link the diverse

skill sets. Training Needs Analysis can involve focus groups, one-on-one sessions, interviews,

and surveys to gauge the need of the learners and find out how they would like to learn.

Generations and the technology divide:

The capacity to use technology is reflective of the times one grew in and what was

prevalent during that time. It is known to create the greatest divide amongst the generations.

The baby boomers grew up when calculators and the television were in vogue.

Generation X and Y have experienced the digital age from early on. Generation Y and Z did not

see a world without computers. This impacts the way technology is used by different

generations. The older generations will access the Internet to get their work done and then leave

it, but the younger generations will seamlessly access the Internet for both work and social

interaction. They relish technology because that is how they communicate and create

connections. Texting, blogging, and instant messaging means they spent a lot of time on their

devices, which may seem as a waste of time for the older generation.
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Having technology at the finger tips also means that the younger generations are used to

having huge amounts of information and expect instant feedback as that is what technology

enables them to achieve. This can be perceived as impatience by the older generation.

Although the older generations may face difficulties with advancing technologies in the

workplace, it is countered by hard work and commitment that are the work ethics of this

generation. They may be resistant to learning about technology, but explaining to them clearly

how the new technology will be advantageous will appeal to their ethics and the instructor will

have willing learners.

From a training perspective, technology alone will not create engagement. The essential

adult learning principle of knowing your learner should continue to lead the way as just as with

any other tool, technology can also be used inappropriately if does not tie in with the leaning

objectives and training goals. Fruitful integration of technology tools in learning means ensuring

one knows the level of exposure the learners have had and not assuming anything. For example,

college students may know how to use iTunes, and own iPods, but they may not know how to

create a podcast.

Hence, in dealing with technology across all the generations, it is important to include

some kind of orientation to the technology and also other resources that can be utilized by the

learner. Additionally, in a mixed class, technology can be integrated by keeping it simple. For

example, an LMS will engage the young learner, while a clean, easy user interface will make

navigation easy for the mature learner.

Providing extra training is also another option. Training needs analysis should determine

the capacity level of different learners. Interventions can then be created using peer to peer
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support, extra key boarding skills or software training – hence whatever pre-requisite work is

required to bring the learners at the same level.

Use of multiple instructional strategies:

All generations have certain similarities and differences. In a stereotypical scenario, the

younger generation complains that members of the older generation are techno-phobic, lack

flexibility, and tend to indulge in politics for their own gain. On the other hand, the older

generation feels that the younger generation is glued to their mobile devices, are not diplomatic,

and expect promotions without earning them. The generational divide is indeed widened by these

stereo-typical views but to handle the generational challenges, it is best to focus on the

similarities, rather than the differences.

Where generational differences overlap is a good place to begin to design learning

initiatives. In an experiment conducted by the Rhodes College in Memphis, (Weeks, 2017), 298

learners from different generations went through a forced-choice survey on what meaningful

work meant for them. They had to pick pairs of items that best matched what they thought was

closest to their definition of meaningful work. Barring a few differences, most learners chose the

same definition and ‘intrinsic motivation’ turned out to be the most important item. But the

second part of the experiment involving interviews around negative stereotyping revealed that

each generation viewed the other negatively in terms of work ethics, and being in it just for the

money.

This sort of negative stereo typing affects the away the different generations treat each

other and affects both communication and performance. Training can play a major role in

dispersing these negative stereotypes by having interactive workshops that focus on the

commonalities that bind them together as compared to the differences that divide them.
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Clarifying Learning Objectives: According to the Adult Learning Theory, all learners in a

diverse audience need to understand why the training is important, and how it will impact their

career. A shared purpose is a great way to create engagement in a varied group of learners

(Shepherd 2018). This can be done via appropriate ice-breaker techniques where the objective of

the training is clearly established by inviting both the young and mature learners to reflect on

how the training purpose aligns with their own purpose. This will create the right tone at the very

beginning of the training and bridge communication gaps, as all learners will be able to see that

although different, there is a common purpose that unites them.

Interactivity: All generations like interactivity in their learning. The format and modality

may vary. The older generations may prefer social interaction (with peers or their instructors),

whereas the younger generation may prefer digital contact through games and simulations.

Learning through Videos is popular with both. Hence creating engagement via both social and

technological means is a good way to create engagement.

Gamification and rewards: Gamification i.e. the use of videos, games of chance, role

plays, simulations, building or constructing, puzzles, flash cards etc in the design of learning

experiences have proven to be beneficial across the generations in creating engagement.

Associated with a game is the ‘fun’ element that creates the perception in the learners that

although they are learning, it will be done in a fun manner. It creates in-the-moment interest

which is invaluable.

Younger generations prefer digital versions while the older generations are more apt to be

attracted towards the non-digital versions. Some sort of low-risk reward system associated with

gamification is likely to keep the interest engaged. This also leads to fostering a sense of

community and team building.

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Social Learning: The younger generation already thrives on social networking and hence

social learning is something they embrace. Many organisations utilize the popular social media

like Facebook, twitter, etc to create social learning. Older generations however may not be as

open to this as the younger generation but this can be addressed by creating small groups in the

classroom to solve a problem along with having others research together online to figure out

solutions.

Team approach: A key component of a learner centred approach is the team-work factor.

Instructional strategies that foster team-work will open channels of communication not only

within the classroom but also outside. As an example, this can be utilised intelligently by the

training professional by having a younger member explain how a Learning Management System

works, while a senior employee can talk about industry

Flexibility and providing choices: Flexibility will allow the older generations to have

more time to assimilate the technology, whereas the newer generation will be able to be self-

directed and yet turn to the instructor for guidance as and when needed. Varying the forms and

methods of instruction will appeal to the different learners. This aligns with giving learners

choices within the training to choose their own method of learning. Hence, this caters to the

needs of different learners without drawing attention to them belonging to different generations.

Conclusion:

This research paper analysed successful instructional strategies that cater to a

multigenerational audience, helping them meet on a common ground to learn and work

effectively.

Analysis of different generations has clearly depicted that the times we grew in affects

and shapes behaviours, and Training Professionals need to not only understand but also embrace
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the unique qualities of each generation. They need to go beyond mere demographics to

understand how their learners like to learn.

Technology has often been the reason for the great divide between generations, but by

understanding the generational differences, this divide can be leveraged. The technological

expertise of the younger generations, along with their energy and enthusiasm can be combined

with the wisdom and vast years of knowledge the older generation brings to create connections.

Knowing your audience and using a host of multiple instructional strategies helps create

choices and flexibility that helps each learner choose what best suits them. This aligns with the

‘respect for the learner’ tenet of Adult Education. Combined with clarity on the purpose of the

training creates effective learning.

In conclusion, although there are differences, there are also ways to address them and

look for commonalities. All learners want to do meaningful work, desire constructive feedback

and clear expectations of what they are required to do. Communication is key to all of this and

should include transfer of learning initiatives based on coaching and mentoring programmes so

that learning is carried outside the classroom and communication channels are kept open. By

keeping these in mind, the training professionals can design and deliver effective training that is

credible and will address the needs of the older and the emerging generation of learners.
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References

Shepherd, A. (2018). The multi-generational workplace is here. Retrieved from

https://www.trainingjournal.com/articles/opinion/multi-generational-workplace-here

Weeks, K. P. (2017). Every generation wants meaningful work but thinks the other age groups

are in it for the money. Retrieved from

https://hbr.org/2017/07/every-generation-wants-meaningful-work-but-thinks-other-age-

groups-are-in-it-for-the-money

Cekada, C. L. (2012). Training a multigenerational workforce. Retrieved from

http://www.hhs.iup.edu/cekadat/safe644tlc/Links/Mod5_Week9_Cekada_multigen.pdf

Harter, J., Hadkins, A., (2017). Are your star employees slipping away. Retrieved from

https://www.gallup.com/workplace/236351/star-employees-slipping-away.aspx

American Society For Training and Development. (2009). Profiting from learning. Do Firm’s

investment in Education and Training Pay Off?. Retrieved from

https://www.knowledgeanywhere.com/resources/article-detail/employee-training-

considerations-for-a-multi-generational-workforce

Karen, H. (2018). Eight ways to manage in a multigenerational workforce. Retrieved from

https://www.hartfordbusiness.com/article/8-ways-to-manage-in-a-multigenerational-

workforce

McCarthy, A. (n.d.). How to train a multi generational workforce. Retrieved from

https://trainingmag.com/trgmag-article/how-train-multi-generational-workforce/

Grovo, (n.d.). 7 things we learned from Deloitte’s meet the modern learner. Retrieved from

https://blog.grovo.com/7-learned-deloittes-meet-modern-learner/

Janice, C. (2017). How to manage a multigenerational workforce and not go totally insane.
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Retrieved from https://www.huffpost.com/entry/how-to-manage-4-generatio_b_8125158