Multi-Generational Training 1

Running head: MULTI-GENERATIONAL TRAINING

Multi-Generational Training and Preferred Learning Styles:

An Annotated Bibliography

Elizabeth Horgan

COMM 602 – Kim Gregory

November 9, 2009
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Multi-Generational Training and Preferred Learning Styles:

An Annotated Bibliography

Felder, R. M., & Silverman, L. (2002, June). Learning and teaching styles

in engineering education. Engineering Education, 78(7), 674–681 (1988).

Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/

Papers/LS-1988.pdf

Students have preferences in how they take in and process

information. In the reception step of learning, certain information is

selected and processed while the rest is ignored. The outcome is that

knowledge is either learned or not. The authors have identified distinct

types of learning styles which classify learners according to how they

perceive and process information. Styles are broken out as follows:

intuitive vs. sensory perception, visual vs. verbal input, active vs.

reflective processing and sequential vs. global understanding. The

researchers have also identified a parallel teaching style model that

addresses differing learning styles. Teaching styles range from concrete

to abstract in content, visual and verbal in presentation, active and

passive when it comes to student participation, and sequential and global

in perspective. To be effective the authors believe that teaching should

reflect both types of learners and use a balance of both teaching styles in
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order to meet students preferred learning styles. Concrete examples are

shown of each learning style and associated teaching techniques are

identified in each area. It is stressed that mismatching teaching

techniques with student learning styles can be problematic, and efforts to

modify methods of knowledge delivery should be made to balance

student preferences with the goal of leading to a more effective learning

environment.

Gibson, S. E. (2009, January/February). Enhancing intergenerational

communication in the classroom: Recommendations for successful teacher-

student relationships. Nursing Education Perspectives, 30(1), 37-39.

This article begins with a description of Traditionalist/Veteran, Baby

Boomer, Generation X and Millennial generational group definitions and

influences. It outlines strategies for communication with each

generation, including specific actionable ideas. The focus of the article is

on communication during learning. Instruction can be more successful

by addressing each generation’s core values and integrating methods

appropriate for each group in overall learning delivery. Changes in

instruction are suggested in areas that include rewards and incentives,

technology and space, and participation alternatives. Instructors will

have to update their skills and look at teaching in a new light. They are

urged to improve their technological skills, with an emphasis on the web,

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as learners expect and respect instructors versed in technology.

Teachers can be more effective in their communications by tailoring

material to meet the approaches and learning preferences of multi-

generational students. Specific focus on student interaction,

incorporating flexibility in learning options, adding more experiential

learning and using adaptive teaching strategies will serve to enhance the

overall dynamic of inter-generational learning.

Pardue, K. T., & Morgan, P. (2008, March/April). Millennials considered:

A new generation, new approaches and implications for nursing education.

Nursing Education Perspectives, 29(2), 74-78.

This article is a study of Millennials who are freshman in college. The

article addresses the generational issues involved in both learning and

teaching. Millennials are described and generalized in terms of values,

traits and perspectives. The article highlights examples, or “vignettes”, of

four Millennial students and their different experiences in college. The

first example illustrates Millennial multi-tasking and its affects on

teachers and student learning. Teachers are urged to consider

developing new approaches for these students in terms of the way they

communicate and how they can create a stimulating learning

environment. The second vignette focuses on academic readiness and

competence. The transition from high school to a more demanding

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college curriculum can highlight knowledge and study habit deficiencies.

The third vignette deals with personal growth and development.

Millennials can be immature and lacking in the ability to self-start and to

live and thrive independently. This presents difficulties in learning; it is

suggested that students need regular, consistent support from advisors

and teachers to learn to function independently. Communication

between all those involved at school with the student will assist in the

student succeeding personally and academically. The fourth example

deals with learning transition. How a student learned in high school is

different from the learning expected in college. Making the shift from a

dualist to a multiplist learner, which involves questioning and active

participation, will ultimately affect successful learning and personal

development. There are a number of factors that affect Millennial learners

and instructors that, if understood, can be addressed to better serve

overall learning success. The knowledge gained from multi-generational

strengths can decrease tensions between cohorts and increase personal

and organizational growth.

Pillay, H., Boulton-Lewis, G., Wills, L., & Rhodes, S. (2003, December).

Older and younger workers’ conceptions of work and learning at work: A

challenge to emerging work practices. Journal of Education and Work, 16(4),

427-444.
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In the new economy workers need to keep up with changes in the

world and with their jobs; learning and training should be ongoing. The

study looks at how workers perceive the relationship between learning

and work, and how the perceptions create new work practices. Factors

that affect the study are the definition of how knowledge is gained, both

tacitly and through training, and the degree that learning is affected by

workers conceptions of learning at work. Workers that have simple views

of work, where work is seen only a paycheck or a job, did not integrate

new learning easily and thus were less able to change their working

practices. Those workers with a more complex view of work, where work

and other aspects of life overlapped, had a greater interest in learning

and were found to be more adaptive to a changing workplace.

Ware, J., Craft, R., & Kerschenbaum, S. (2007, April). Training tomorrow’s

workforce. Training + Development, 58-60.

Multiple generations at work have different communication styles,

work practices, values and relationships with technology. Successful

training of workers will need to include methods that address learning

styles and lifestyles of a diverse workforce. Each generation has its own

focus, perspective and expectations about training. Technology can be

adapted to meet the styles of each generation. Collaborative, hands-on,

interactive training methods can be tailored to all generations.

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Knowledge transfer from older/Boomers to younger workers is important

and can be done by changing communications approaches and by using

learning styles comfortable to each generation. By blending and varying

methods of skill delivery and investing in technology to supplement

traditional training, learning can take place more effectively. The training

department will change as these ideas and others, such as just-in-time

instruction, interaction and collaboration facilitation, and development of

shorter and alternately packaged training segments, alter the ways new

skills and knowledge are communicated.

Zemke, R., Raines, C., & Filipczak, B. (2000). Generations at work. New

York: AMACOM.

The book describes four generations in significant detail: Veterans,

Baby Boomers, Gen-Xers and Gen Next/Gen Y/Millennials. It addresses

the environmental, historic, social and cultural influences common to

each cohort group and suggests that these influences result in certain

traits, tendencies, and approaches to work and life. The differences

between generations affect how each group relates to and with one

another and how other cohorts perceive the interactions. Contrasts and

comparisons between the generational types are made in a variety of

workplace and employee situations. Suggestions of ways to bridge

multi-generational divides are provided. The book includes several case

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studies to provide practical illustrations of companies that have been able

to find success in integrating and optimizing skills of their multi-

generational workforces. A case study is also included of a business

which is struggling with generational employee issues; instructive

comments and critiques are presented for this case from a variety of

generational points of view. The book ends with a question and answer

section designed to help make the cross-generational workplace work.