This document outlines a research study on transformational learning in the workplace. It discusses the purpose of comparing learning styles among different generational cohorts and understanding motivational factors. The research design uses grounded theory and comparative analysis. Over 100 participants from 3 age groups in Kentucky will be interviewed. Data collection involves coding interviews to identify learning styles. Results will be assigned to categories related to classroom vs workplace learning styles, advantages, challenges, and barriers. The analysis will code data and compare findings to learning theories. In conclusion, the study examines how learners use different styles in work and considers integrating styles into the workforce.

1. Theory of Theoretical
Transformational Framework &
Learning in the Qualitative
Workplace Data
Larry Weas
ETR745x
Northern Illinois University
Adult & Higher Education

2. Introduction to project
 Purpose statement
 Research questions
 Research design
 Participants
 Setting
 Data collection procedures

3. Purpose Statement
Compare the differences of adult learning
styles among three cohort groups (Baby
Boomers, Generation Xers and the Millennials),
understand the motivating factors of various
multi-generational cohorts in the classroom
and the workplace.

4. Research Questions
 Why learning styles are important for adult
learners in the workplace?
 A second question focuses on identifying
adult learners in the workplace compared to
traditional classroom learning, and, what are
some of the critical elements for making that
learning experience successful with adult
learners today?

5. Research Design
Grounded Theory Approach
 Grounded theory research is mostly done
through observation, conversation, and
interview.
 The researcher takes different cases, in
which the variables interact as a unit to
produce certain outcomes.

6. Research Design
Comparative Analysis
 Social units of any size
 Comparative analysis is a general method,
just as are experimental and statistical
methods.
 Four stages – Constant Comparison:
 (1) comparing incidents applicable to each
category
 (2) integrating categories and their properties
 (3) delimiting the theory, and
 (4) writing the theory.

7. Participants
Over 100+ participants from three multi-
generational age groups (Baby Boomer,
Generation X-Y, and the Millennials) in a rural
community in Hardin County, Kentucky.
The selected individuals for this study consist of a
variety of educators, instructors, students,
employers and employees from the Workforce
Department. Each of the candidates
participated in higher education programs at
the Elizabethtown Community & Technical
College (ECTC), Elizabethtown, KY.

8. Setting: Mix &Match of Adult Learners
 Different generations in the classroom and
workforce
 Different learning characteristics
 Different approaches to learning
 Different ways that the generations prefer to
learn
 Appropriate learning environment
 Effective teaching strategies

9. Participants

10. Workforce & Higher Education in the Hardin County Community
Hardin County, KY 100+ Adult Learners

11. Data Collection Procedures
 Data sampled and coded intended to identify
adults’ different learning styles from three
samples of multi-generational groups
 Assigned and compared among six sub-
categories of preferred learning styles. The
data sampled, coded and, analyzed looked
at attitudes toward the use of adult learning
styles in the classroom as well as the
workplace.
 Memoing the data on the different learning
styles and expectations, there is the realization
between adult learning styles and data others
have concluded in their own interviews.

12. Major theorists/theories
 Mezirow’s transformational learning
 Kolb's experiential learning
 Jarvis’ potential learning experiences
 Illeris’ Three Dimensions of Learning: cognitive,
emotional, and social
 Knowles’ andragogy, self-direction in learning and
adult education and learning
 Smith’s individual differences in learning styles

13. Key/core concepts
 ‘Productive Learning’ and ‘Pedagogy of
Vocational Education’
 Self-directed Learning
 Experiences are a rich resource for learning.
 Awareness of specific learning needs
generated by real-life events

15. Data analysis: Coding Process
Thematic coding was developed for analyzing and interpreting
the data from six initial categories of questionnaires on different
adult learning styles with content area curriculum to real-life
experiences in the workplace.
 Transcribing: The transcribing involves numerical coding of
the questionnaires
 Analyzing: the researcher looks for themes, commonalities,
and patterns to try and make sense of the data
 Verifying: It involves checking the credibility and validity of
the information gathers and identifies the sequence of
responses
 Reporting: The final step of the study is to report what was
discovered from the questionnaire

16. Data analysis: Codes
Codes: Coding used for the interviews
Code Research Theme Categories
(01) The relationship between higher education and working life
(02) Opportunities, benefits, and barriers to Work-based learning in higher education
(03) Adult learners’ real-life work experiences and practice in work-based learning
(04) Work-based learning, action learning, and the virtual paradigm
(05) Self-directed learning along with continuous learning in the workplace
(06) Social-cultural and economic factors
(07) Job-related training effective for the worker and co-workers and learning from work
(08) Challenges and Support for Work-based Learning
(09) The use of learning theories in the design of work-based learning
(10) Compare and contrast adult learning styles in the classroom to experiences
(11) Relevant learning styles for work-related knowledge and skills competencies
(12) Rethinking learning styles, expectations, and needs to meet the challenges and shape Corporate America for the 21st Century Workforce
(13) Relationship of Learning Styles and Work-based Learning
(14) Relationship of Learning in the Classroom and Working Life
(15) Continuous and Self-directed Learning in the Workplace
(16) Learning Theory vs. Practice
(17) Classroom Learning Styles with Work-based Learning
(18) Learning Criteria for Work-based Learning in the Workplace
(19) Improving Work Performance through Work-based Learning
(20) Benefits from Work-based Learning in Higher Education
(21) Relevancy of Work-based Learning in the Workplace
(22) Implications to Work-based Learning

17. Data analysis: Coding Categories
Results from each of the questionnaires are coded,
accordingly. Afterwards, results from each of the coded
themes are assigned to the following categories based
on their relationship to each category:
 Category A: Ranking of student’s learning styles in the classroom
 Category B: Comparison of instructor and student use of different
learning styles
 Category C: Advantages of using different adult learning styles
 Category D: Challenges of using different adult learning styles
 Category E: Integrating adult learning styles in the workforce
 Category F: Barriers to integrating adult learning styles in the
workforce

18. Coding Categories
Generation Category Category Category Category Category Category
Age Group
Group A B C D E F
Millennials 18 – 21
Generation Y 21 – 25
Generation X 26 – 30
Generation X 31 – 35
Generation X 36 – 40
Generation X 41 – 45
Baby Boomers 46 – 50
Baby Boomers 51 – 55
Baby Boomers 56 – 60
Baby Boomers 61 – 65

19. Data analysis: Assertion
“Learners in the workforce are always using their
learning styles in different areas of work. People
want to be able to use their skill set as compared
to classroom learning for some they may consider
it very traditional in learning competency-based
skills. However, in the traditional classroom setting,
adult learners continue to accept a learning
responsibility to learn the subject-matter as it
pertains to their career path.”

20. Data analysis: Data Coding

21. Questions & discussion
Thank you!