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Multi Generational Learning
This document discusses multi-generational learning in the workplace and provides instructional design considerations. It notes that claims about generational traits are not always backed by solid research and that there are many variables beyond generation that influence learning. The document recommends against designing learning differently for different generations and emphasizes that the most important factors are the individual learners' needs and the workplace culture. Instructional design should focus on providing flexible options rather than making assumptions about generational preferences.
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Multi Generational Learning
- 1. Multi-Generational Learning in theWorkplace: Overview and Instructional Design Considerations Wednesday, February 25, 2009 By Janet Clarey Brandon Hall Research
- 2. Ways to Participate 1.E-mail your questions and comments to janet@brandon- hall.com 2. TWEET! – send Twitter messages to your followers, and to me at @jclarey - use #BrandonHall in your tweets so we can find them 3. Text Chat during the webinar – we will monitor and respond
- 3. Your Brandon HallResearch Moderators Tom Werner Richard Nantel Gary Woodill Janet Clarey Presenter
- 4. Agree or not? 1.There are “digital natives” and “digital immigrants.” 2. Younger people are masters of technology. 3. Older people are not tech savvy. 4. Popular claims about generational traits are based on solid research. 5. There are generational learning styles.
- 5. Addressing Bias “When you were born influences your personality & attitudes more than does the family that raised you.” – Jean Tw enge, Author of the book Generation M e
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- 8. Definition “A generation isdefined by a common age location in history and a collective peer personality.” – Neil How e & W illiam Strauss, pioneers in the field of generational studies
- 9. Values © Photographer: Geotrac | Agency: Dreamstime.com
- 10. Agree or not? ViewsToward Boomers Gen Xers Millennials Level of Trust Confident of self, not Low toward authority High toward authority authority Trust, Loyalty, Admiration, Career goals Loyalty to institutions Cynical Considered naive Committed Most admire Taking charge Creating enterprise Following a hero of integrity Career Goals Build a stellar career Build a portable Build parallel careers career © Photographer: Geotrac | Agency: Dreamstime.com
- 11. Agree or not? ViewsToward Boomers Gen Xers Millennials Rewards Title and corner office Freedom not to do Meaningful work Rewards, Family Parent-child Receding Distant Intruding involvement Having children Controlled Doubtful Definite Family Life Indulged as children Alienated as children Protected as children © Photographer: Geotrac | Agency: Dreamstime.com
- 12. Agree or not? ViewsToward Boomers Gen Xers Millennials Education Freedom of expression Pragmatic Structure of Education, Evaluation, Politics, Big question accountability Evaluation Once a year with “Sorry, but how am I Feedback whenever I documentation doing?” want it Political Orientation Attack oppression Apathetic, individual Crave community The big question What does it mean? Does it work? How do we build it? © Photographer: Geotrac | Agency: Dreamstime.com
- 13. Born prior to1946 Matures / Silent / Veterans / Traditionalist Generation “Tell me what to do.” Matures
- 14. I’ve paid mydues and am looking forward to What they say retirement. I’ve dedicated many years to my job. I like structured training and knowing the ground rules. I’m open to learning “on the computer.” I don’t like to spill my guts to a group.
- 15. 1946 – 1964 Baby Boomers Usually broken into two groups: 1946 to 1955 and then 1956 to 1964 “Show me what to do.” Baby boomers
- 16. I guess I’ma workaholic. I’ve had a big influence What they say on policy at my job. I am used to formal learning in a classroom. Some of the newer online stuff confuses me (not like that younger generation!) I like to take notes and attend training to advance my career.
- 17. 1965 – 1980 Generation X “Why do I need to learn this?” Generation X
- 18. I work tolive. I like on- What they say the-job training and self-study. I view myself as a natural multi-tasker. Technology isn’t really a big deal for me. I really need to know that I’ll be more valuable after attending training. I need clear, consistent expectations.
- 19. 1980s – 1990s Gen Y /Millennials “Connect me to what I need.” Millennials
- 20. I like hands-onlearning and collaboration. What they say Technology is just a part of life. I’m usually ‘connected.’ I like structured face-to-face learning. I like to get a lot of feedback. I think learning should be fun. I seek the expertise of my network. I like quick exchanges and stories.
- 21. Generation ? Gary withGeoffrey & Katie
- 22. The Connected Worker ©Photographer: Geotrac | Agency: Dreamstime.com
- 23. I’m only asgood as my network.” © Photographer: Geotrac | Agency: Dreamstime.com
- 24. Facebook friends =2,700 Twitter followers = 11,000 Linked In = 500 The Crowd
- 25. Similarities •Noteveryone wants to learn on computers Similarities •Everyone wants to learn •Heavy tech users tend to have similar characteristics © Photographer: Geotrac | Agency: Dreamstime.com
- 26. Other variables •Workplaceculture •People change as they get older •Exposure to technology •Socio-cultural differences Variables © Photographer: Geotrac | Agency: Dreamstime.com
- 27. …what the research says… Research
- 28. The digital native/ digital immigrant debate Natives & Immigrants
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- 30. The digital native/digital immigrant debate Di gi ta l wi s d o m
- 31. Instructional Design Implications Instructional Design Implications •No solid research to design differently for different generations •Digital Native / Immigrant categorization can create dichotomies
- 32. Instructional Design In str Implications uc •There are no “generational tio na l D es ig learning styles” n Im pli ca tio ns •Too many other variables apply (same problem as “learning styles”)
- 33. Off-the-shelf, Virtual Classroom pre-built courses Synchronous Learning • Instructor-led, Real time, Online • Ready-to-use content (courseware) • Connecting geographical disperse • Easy to find: IT skills, leadership, safety learners • Hard to find: very specific, job-related skills • Groups of learners meet together Authoring Tools First Gen Self-Paced, Self-Service Online Learning • 24 X 7 X 365 access to courses • Custom development • Completed at learner’s own pace • Screen design and layout Learning Management System • Remediation and feedback are • Interactive exercises automated • Tests, Quiz, Assessment LMS • Developed once, used many times • Simulations • Automated scoring and completion status • Central Access to Learning • Individualized Learning Plans Learning Content • Reporting & Completion Tracking Management • Instructor-Led Training Scheduling Informal Learning, • Launch and track online learning Knowledge On Demand • Manage large-scale development • Certification Management (workflow) • Competency Management • Just-in-time, anywhere, anytime • Reusable learning content • Capture and retain organizational • Searchable repository of source knowledge material • Facilitates collaboration Source: Bryan Chapman
- 34. Second Gen Rated Content Formal Networks of People Self-Educating Users Related Content Tagged Content Cost Savings Reviewed Content Content Source: Saba
- 35. Context Source: Joe Kristy,IBM Global Business Services
- 36. Action Plan 1. Learnthe theories behind your craft 2. Use new tools and apply them in your own work 3. Apply the research, avoid the hype Action Plan
- 37. Other reading Other reading
- 38. Follow-up questions? 1. E-mailyour questions and comments to janet@brandon- hall.com 2. TWEET! @jclarey
- 39. Slide info Slides will be emailed to you. Thanks! Brandon Hall Research brandon-hall.com Janet Clarey, Sr. Researcher