Designing Workplace Training for Generational Differences: Does It Matter?
1. Designing Workplace Training for Generational Differences: Does It Matter?
Just as an individual’s learning can be visual, auditory, or kinesthetic, each generation has a learning style, that, when used during instruction, produces more effective when learning new skills and knowledge.
The term learning styles refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them. Proponents of learning styles assessments contend that optimal instruction requires diagnosing individuals’ learning style and tailoring instruction accordingly., (p. 105)
2. What Is Meant by Generations
3. Generational Learning Styles Preferences
- The silent generation (Matures) (Radio babies) is made up of all the people who were born between 1928 and 1945.
- Baby boomers are people born after World War II. More precisely, people who were born between the years 1946 and 1964.
- Gen X is the group of employees born between 1965 and 1980.
- Gen Y (variously NetGen or Millennials) are those born 1981–1996
- Generation Z are those born between 1997–2012.
- Generation Alpha is composed of persons born 2013 and later.
4. Literature Review
The overarching conclusion from this analysis of the state governmental public health agency workforce is that Millennials are not different from Generation X or Baby Boomers. If anything, Millennials have better attitudes and are more open to training experiences compared to their counterparts in other generations., (p. 76)
5. Generational Differences Affecting Workplace Training
To provide the best training and development to our clients we need to understand how to train across generational divides rather than allowing generational differences to short circuit that crucial communication. We’re all familiar with the typical items that separate generations: hairstyles, vocabulary, music, and clothing. Others are not as easily identifiable. For example, the term “team” has different generational connotations. (para. 2–3)
6. Actual vs. Perceived Differences
Why Can’t the Generational Differences Myth Be Killed
A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators.(p. 1)
This manuscript sought to … dissuade the use of generations and generational differences as a means of understanding and simplifying such complexities. First, we aimed to “bust” ten common myths about generations and generational differences that permeate various discussions in organizational sciences research and practice and beyond. … Our hope is that this manuscript helps to “redirect” talk about generations away from their colloquial use to a more critical and informed perspective on age and aging at work.(p. 967)
7. Instructional Outcomes
7.1. Effectiveness Outcomes
7.2. Efficiency Outcomes
7.3. Appeal Outcomes
Conflicts of Interest
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Berge, Z.L. Designing Workplace Training for Generational Differences: Does It Matter? Merits 2022, 2, 400-407. https://doi.org/10.3390/merits2040028
Berge ZL. Designing Workplace Training for Generational Differences: Does It Matter? Merits. 2022; 2(4):400-407. https://doi.org/10.3390/merits2040028Chicago/Turabian Style
Berge, Zane L. 2022. "Designing Workplace Training for Generational Differences: Does It Matter?" Merits 2, no. 4: 400-407. https://doi.org/10.3390/merits2040028