RUNNING HEAD: INTERVENTION PROPOSAL 1

Human Resource Management Intervention Proposal

Bridging the Generational Gap in the Workplace

Juan Bautista-Cruz

Channetta Johnson

James Madison University

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Bridging the Generational Gap in the Workplace

Human Resource Management Intervention Proposal

Bridging the Generation Gap in the Workplace

The main issue with C.J’s Outlet Inc., is the gap between the older and younger

employees. Their experience and education are the primary focus for the organization's

profitability. The older generation is known to be our experts, which exhibits both knowledge

and skills needed to make this organization more cost-efficient. However, the lack of education

the older generation has displayed, has hindered them from being promoted faster. In order for

the average employee to be promoted on the corporate level, they must have held their position

within the company for 10-15 years. On the other hand, employees that hold any high level

degree (Bachelors required), can be promoted from 3-7 years of being in the organization. These

employees tend to be much younger and lack the experience; however, are strategic thinkers,

very cohesive, and learn relatively fast.

As a result, this has hindered the performance of both parties and jeopardized the

organization’s likelihood. Not to mention, this has resulted in the older employees leaving the

organization with all the intuitional knowledge of the company. As the company strives to move

forward, we are committed to creating a Training Program called “Bridging the Gap”, from

generation to generation. This hands on training focuses on bridging the gap between the older

and younger employees of the organization. Every employee young and old, MUST take the

training course annually. With that being said, older employees have the opportunity of receiving

tuition assistance after seven years OR they can attend an alternative training having four years

in the organization. This will grant them a certificate of expertise, which can allow them to apply

for a higher corporate position within the company faster than usual. This training make take

some time, depending on how fast the employees navigate through the modules. We are an equal
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and fair organization that is willing to commit to the needs of our employees, so they can have

the knowledge and expertise to push this company in the right direction.

Literature Review

For the first time ever, many generations are working together in the workplace. With

new changes being implemented and employees expressing different backgrounds, generations

working together are having both positive and negative impact on the makeup of an organization.

Interactions among generations with different experiences and perspectives can foster creativity

and innovation. Perhaps, generational differences can lead to negative organizational outcomes

such as conflicts, misunderstanding, and miscommunication, (Woodward, Vongswasdi, & More,

2015).  Problems can arise from differing mindsets and communication styles of workers born in

different eras, especially when younger workers are managing the older employees in the

workplace. The challenge for organizations, is to retain valuable senior employees whilst

recruiting bright young talents. The issue sometimes is understanding different rewards

requirements, developing training needs, and the motivations of different generational cohorts,

(Raines, 2013). In order to stay competitive, successful companies must find ways to bring out

those strengths and help each individual develop his or her talents. Moreover, the educational

gap between the generations are significant because it holds back the older generations from

advancing within the company. This is all due to lack of educational background. Most often, the

older adults in the workplace do not receive adequate support from employers because they are

not willing to invest in the education of their employees. This ultimately can improve their

competencies and enable them to earn more (Radovic-Markovic, 2013).  More importantly, the

older employees have useful knowledge, that no outsider could pose and should make great

candidates for executive positions within the company. More focus is being geared towards
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recruiting junior staff, which is a pattern that is becoming increasingly common. Many

companies become fixated on attracting younger employees, completely ignoring how they

might get more out of the resources in their mature work environment,(Raines, C. (2014, April

29). This proposal will focus on bridging the generation gap between the different generations in

the workplace. Although skills are developed in a variety of settings and evolve with age, formal

education remains the primary source of learning and seems natural to expect greater use of

skills among better-educated individuals. This affects older generations who have gain skills on

the job but do not have the education needed to be promoted.

Project Objectives:

1. Employees will increase communication skills between generations through various

training modules etc., (assessments, role playing, evaluation, training modules, hands on

performances)

2. Employees will provide opportunities for knowledge-sharing across the age groups and

promote a culture that fosters and encourages this type of employee relationships with

group discussions.

3. Employees will engage in a mentoring program that will allow both generations to share

their skills and knowledge to become better co-workers within the organization.

4. Employees will increase retention and engagement through hands-on training workshops.

5. Employees will create a supportive work environment for an increasingly diverse

population, by working together in cross-functional team efforts.

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Approach

For this project, we proposed following a model that is grounded in design instruction. The

Approach Model for Designing Instruction is structured for designers to create a proficient and

effective instructional design (Dick, Carey, Carey, 2005) This approach follows the ADDIE

model Framework because it provides clear and concise methodology that demonstrates a

strategic concept for the systematic design of instruction. However, this model directly aligns

with our design goals and outcomes. ADDIE is the overarching framework in which is followed

to justify our design.  This proposal framework has been established in ten phases: Design Goals,

Instructional Analysis, Analyze and Contexts, Performance Objectives, Assessment Instruments,

Instructional Strategy, Instructional Materials, Formative Evaluation, Summative Evaluation.

The Dick and Carey Systems: Approach Model for Designing Instruction

Figure 1. Illustrates this model in the present context:

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Bridging the Generational Gap in the Workplace
Phase 1: Analyze/Assessment (Goals, Instructional Analysis, Performance Objectives)

Phase 2: Design (Assessment Instruments)

Phase 3: Develop (Instructional Strategy, Instructional Materials)

Phase 4: Implementation (Design and Improving instruction once implemented)

Phase 5: Evaluation (Formative/Summative)

Phase 1: Analyze     Five Months

Design Goals: (Needs Analysis). Phase one will be conducted by a sister organization

that has a partnership with our company. The Surplus Outlet Center Inc., is an organization

structured much like ours, but has better results as an overall company. The Surplus Outlet

Center Inc., has done a tremendous job in the past with their employees. They hold a 100%

satisfaction rates, great customer services, and most importantly a productive work environment.

Our company is allowing their stakeholders to come assist and support our evaluation measures

and create a master plan to ensure our company excels and improve our overall performance.

Nevertheless, our stakeholders are ultimately responsible for the training outcome and success.

“Bridging the Gap”, training layout will help the stakeholders of our sister organization better

understand how we are preparing to fix our current employee gap.

Literature Review: A literature review is present to display best theory, practices and

methodologies to effectively develop an instructional design and training for our gap in

generational mishap. Although expertise is needed, the ADDIE framework helps translate what

is needed in order to create a proficient training. Best practices for instructional designing and

training development will be used in order for this process to be a success.

Instructional Analysis: While our sister organization is helping us reconstruct our

business. CJ’s Outlet Inc., has created an outline of what they want to happen regarding our
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Bridging the Gap training. With that being said, the instructional analysis will be based off what

both companies evaluate. During this phase, it will be determined step-by-step what the

employees are doing and when they perform each goal of the organization. The final step of this

process are evaluating KSAs (knowledge, skills, and attitudes).

Analyze Learners and Context: In addition to the instructional goals of our training

design, the employees KSAs will determine the characteristics and effectiveness of the

instructional setting and the setting in which they will utilize what they have learned from the

training. This is important because employees must be able to translate what they have learned in

training back to the actual job on the floor.

Performance Objectives: Performance objectives are based off the details of the

instructional analysis at hand. Specific performance measures are outlined, so that the employees

will know what to do once the instructional design and training is completed. The objectives will

help identify what skills are learned, the conditions in which the skill must be performed and the

criteria for a successful outcome/performance.

Phase 2:  Design   Three Months

Assessment Instruments: Based upon the objectives for the design and training, there

will be assessments developed to measure the employee’s ability to perform what is described in

the objectives.

Phase 3: Develop  Three Months

Instructional Strategy: The approach we will use is based upon training objectives at

hand. The strategy will emphasize components such as training modules, hands on training,

instructional performances, learner participation, assessments and follow up evaluations. These

strategies are based off the ADDIE Framework, learning theories, instructional design and
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training concepts. The practices are used to develop the employees and ensure they retain what

they have learned.

Instructional Materials: The materials that are used for this training development are

computers, internet, training modules, interactive performances, assessments, and evaluations.

These are all materials needed for a productive outcome.

Phase 4: Implementation                                                                                       Two Months

Instruction Implementation: During this phase, the prototype that’s created will be

implemented for the employees to use. Once implemented and tested, the training will be

evaluated for further revision if necessary. Data drawn from both formative and summative

evaluations, will be reviewed and reevaluated to identify any issues, difficulties or deficiencies in

the training. The data from the evaluation phase is used to reexamine the instructional analysis

on entry behavior of the employees in the company. If revision is needed, performance

objectives will be reconstructed and recreated.

Phase 5: Evaluation 1-2 Years

Formative: Kirkpatrick Four Levels of Evaluation will be needed in order to successfully

evaluate this training for CJ’s Outlet Inc.

Level 1: Reaction (Engage with our employees to ensure that the training

development is effective). Surplus Center will conduct a pre and posttest to ensure the employees

have taken valuable information away in order to evaluate what they have created for better

performance outcomes.

Level 2: Learning (The employees must reflect the performance objectives. The

information they learn must reflect the objectives during job performance).
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Level 3: Transfer (The employees must transfer what they have learned from the

training back into the workplace. Failure to do so, will place or extend their probation period).

Level 4: Results (CJ’s Outlet Inc., partnership with Surplus in hopes to have

successful performance outcomes. Currently, our sister organization has done an outstanding job

with employee performance. We are certain they can help our company get up to speed). These

are performance measures that will take place:

 Meet performance objectives

 Ensure employees are able to translate training

 Draw focus on hands on learning

 Create a consistent and proficient learning environment

 Evaluate performances (pre/post examination)

Summative: Will be conducted when the training is completed and fully assessed!

Stakeholders: The individuals listed below, have committed their time and effort to the

outcomes of a successful instructional training development.

 President: Juan Bautista- Cruz (Oversees the entire organization in which the companies

fall under).

 Vice President: Channetta Johnson (Assist the president and help oversee the entire

organization in which the companies fall under).

 Executive Director: Sheryl Cunningham (Assistant to the President and oversees the

Executive Board)

 Executive Board Committee Manager: Steven Fitzgerald (Oversees all companies that

fall under the entire organization. Each board member is assigned to one of the seven

companies including CJ’s Outlet and Surplus Outlet Center).

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 Surplus Outlet Center Inc. Executive Board Member: Alexander Forte’ (Overseeing

and helping reconstruct the training (Bridging the Gap) for CJ’s Outlet Inc.) Responsible

for leading the assessment process of the training).

 CJ’s Outlet Executive Board Member: Tessa Steward (Oversees management at CJ’s

Outlet Inc.).

 CJ’s Outlet Inc. Management Director: Leonardo Gustavo (Oversees the lower level

management. Essential to this training process because the improvement is ultimately the

management’s responsibility when all assessments are completed).

“Bridging the Gap”-Training Program Outline

“Bridging the Gap” from generation to generation is a program created for CJ’s Outlet

Inc. After conducting a thorough needs assessment for the company, Surplus Outlet Center Inc.,

and CJ’s Outlet management decided that a training was necessary to fuse the controversy

between the younger and older employees. This is a hands on training that must be conducted

annually. With that being said, this training is implemented into the work schedule for

employees, and if not completed will place employees on an extended probation period. The

course takes about two-three weeks to complete. Therefore employees alternate in and out to

ensure the business is still running properly and effectively.

In order for this training to be a success, each older employee is paired with a younger

employee (mentoring). We do this to ensure there is some sort of communication and bond

created for both types of employees. We also wanted to eliminate any bias feelings when pairing

an older employee with someone they already know or previously worked with in the company.

The end goal for the training is to ensure there is a sincere and professional environment when
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working together. The only way to create such environment is to address all the relevant

components in the instructional design training.

This training is a computer based software called Oasis. Oasis is a simulated/emulated

software that allows employees to see and experience other generations and perspectives and the

workplace. There are different scenarios presented and the employees must make decisions

based on the information given in the scenario. This will allow the generation of people to have

empathy and realize how much of a difference the workplace can be because of age. This

program was designed by Surplus Outlet Center Inc., when the company created the needs

assessment. The training is mandatory for all employees but NEW employees need to take the

training prior to being on the floor.

The other portion of this training is the mentor development. Each older employee will be

paired with a younger employee to ensure both employees are getting the best of both worlds. In

return, this will allow the employees to receive a mentoring opportunity into higher levels of the

organization. This not only benefits the executive board, but also the lower level employees. The

unique piece about this program is that age is not a factor. Meaning, a younger executive board

member can be mentored by an older generation lower level employee, and vice versa. This will

allow both employees to have a concrete understanding of the organization on both levels.

This training process is given throughout the new employee’s probation period which for

this organization is 90 days. Before, during and after this training, evaluation is taking place.

This is done through a pre and post evaluation to see what the employees knew prior about

generation gaps and after they have completed the training. Once completed, the posttest is

taking and they MUST use what they have learned and take it back to the workplace. If there is
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serious error, and an employee is still struggling, further evaluation is conducted on both the

program and the actual employee. This will also alter their probation period.
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References

Dick, W., Carey, L., & Carey, O. J. (2005). The systematic design of instruction (6th ed.). Boston,

MA: Pearson.

Radovic-Markovic, M. (2013). An Aging Workforce: Employment Opportunities and               

Obstacles. Cadmus, 1(6), 142-155.

Raines, C. (2014, April 29). Younger Boss/Older Worker. Retrieved December 3,                      

2015, from http://www.amanet.org/training/articles/Younger-Boss-Older-                       

        Worker.aspx#about_author

Smith, L. P., & Ragan, J. T. (2005). Instructional design (3rd ed.). Danvers, MA: John Wiley &

Sons, Inc.

Woodward, I. C., Vongswasdi, P., & More, E. A. (2015). Generational Diversity at                   

Work: A Systematic Review of the Research. INSEAD Working Papers

Collection, (48), 1-71.