Generation Y and Z Learns in Different Ways than Older Generations - Coursework Example

Name Class Unit No of words: 2094 Introduction A generation is defined by the events and conditions that people are exposed to as they grow up. According to Holyoke & Larson (2009), a generation is an identifiable group which shares year of birth, age, location and have similar development stages. At the moment, the working population falls into four main generations. The four generations are; traditional generation, baby boomers, generation X , generation Y and generation Z. Generation Y and Z forms the youngest group of workers in an organisation. Traditionalists were born before 1946, baby boomers from 1946-64, generation X from1964 to1980 while generation Y was born after 1980 and generation Z after 2000 (Giancola, 2006). These generations have their unique characteristics. It have been argued that organisations are supposed to look at key generational characteristics which helps in coming up with tailored strategies toward each generation. This essay looks at the field of training and development and agrees with the statement that Generation Y and Z learns in different ways than older generations and this warrants need for change in training and development methods. This will be achieved through use of adult learning theories and literature. Existing generational differences in learning Each generation have a unique characteristic that separates it from the rest apart from age. These are characteristics that are caused by life experiences as they grow up (Knowles, Holton & Swanson, 2005). The generations are also in different stages of their lives. While older generations are retiring, Generation Y and Z are joining the workforce. One of the greatest impacts on the generations is technology. The introduction of computers had differing impacts on generations. According to Feiertag & Berge (2008), Generation Y and Z have grown in a world where technology is common. These differences between generations make it hard to group them together for training and development. The differences shaped by varying generational characteristics leads to different ways of learning. Workforce development and training programs are aimed at educating individuals who can be categorised as adult learners. These learners are a mixture of different generations with differing preferences and values (Knowles, Holton & Swanson, 2005). This needs to be acknowledged when coming up with training and development programs. In order to come up with an effective training and development programs in the workplace, the differing values in learning and preferences have to be acknowledged (Lyons & Kuron, 2014). According to theory developed by Knowles in 1977, the process of teaching is more vital than what is being taught (Knowles, 1977). According to Holyoke & Larson, (2009), adult learners comes takes a course with a readiness to learn. Readiness to learn varies among different generations. For the older generations, they are seen more ready to learn as compared to Y and Z generations. Most of the young workers display low level of curiosity and their need to learn is low. The older generations are more eager to learn (Knowles, Holton & Swanson, 2005). This is seen especially in baby boomers who are eager to learn especially if the new material will contribute to their personal growth. For the old generations, they prefer learning being delivered using the traditional format (Holyoke & Larson, 2009). Another area where the two generations differs is the orientation to learning. For the adult learners, they are more interested in knowing how the knowledge gained can be used in their life, changes it can bring and how it will impact their job performance. For the Y and Z generations, they lose focus when they fail to relate the new training to their life experiences (Holyoke & Larson, 2009). For the old generations, they become oriented when new knowledge brings discovery and self gratification. For most adult learners, their motivation to learn is internal. This is based on self esteem improvement, gaining self confidence, gain recognition or have a sense of accomplishment. For Generation Y and Z, their source of motivation to learn rarely comes from within (Parry & Urwin, 2009). This group depends mostly on the instructors and peers for motivation. Inclusion is also a driver for motivation for the younger generations. The older generations are mostly not motivated to learn. In training and development, it has been proved that older workers have higher chances of not participating compared to young employees. This has been associated to choice and negative perception by the managers (Knowles, Holton & Swanson, 2005). Research has proved that generational differences in learning exist. Employees from all generations prefers on job learning, coaching, discussions and interactions (Martin, 2005). Despite this, some of the methods used are not preferred by all generations. It has been proved that Generation Y and Z do not like being taught through classroom instructions. For Generation Y and Z, they favour being assessed and getting feedback which is not the case for the older employees (Holyoke & Larson, 2009). This has led to call for management and trainers to ensure that they consider age based differences when teaching employees. Deal (2007) asserts that generation Y and Z prefers leadership training while older generations are mostly interested in training based on areas of expertise. This is a proof that training needs differs hence there is no common way of training all generations. For the Y and Z generations, they prefer learning that is more engaging, customisable and digital. This is a group of workers who wants to work in learning organisations where there is excellent training and development (Feiertag & Berge, 2008). Through the Y and Z generations prefers independence, they like rules and procedures that are clear and which can help them achieve their objectives (Festing & Schafer, 2014). Unlike the old generation, this is a group that have been exposed to technology more. They are thus able to respond well in an environment where learning is stimulating using different range of materials. For example, they will be more responsive to online learning, use of aids such as PowerPoint and online mentoring (Parry & Urwin, 2009). This may not work well with older generations. Unlike older generations, Generations Y and Z prefer practical oriented learning than being given instructions. They also perform well in teams as they are innately collaborative. They prefer a learning style that involves engaging and interacting with the trainer. This makes it vital for the trainers to use a two sided lecture (Deal, 2007). The best learning method for Generation X and Y is through use of digital learning, classroom and videos. They also prefer a flexible training menu which has the capability to customise their work with career development. This makes it important to have training and development content being made available to these generations through the corporate network (Feiertag & Berge, 2008). This is in contrast with old generations. Unlike older generations, young generations are more likely to ask for mentorship. This is due to fact that they value the knowledge possessed by seniors who have been in the field for long time (Feiertag & Berge, 2008). For the old generations, they prefer training based on lectures, seminars and use of topic experts. This is a group that will prefer use of a book or article as opposed to computer based training. Generations Y and Z are very different when it comes to training. According to Marcinkus (2012), for employers to develop young generations’ workers, they are required to steer away from use of books and articles and focus more on technology based training. Organisations training young generations mostly uses bullet points in presentations and enhances them with graphics. For the young generations, they prefer a learning organisation which has the capability to enhance their skills and knowledge (Deal, 2007). Some of the organisations have already come up with tailored ways in which they can train different generations. Old generations views on career success differ from young generations. For the young generations, their definition of career success is based on work life balance (Parry & Urwin, 2009). Old generations have a view that career development as a means of advancement. For the younger generations, they respond more positively to group mentoring. This implies that human resource development is required to come with career development that is not only based on advancement (Festing & Schafer, 2014). There is a need to look at other issues such as work life balance and satisfaction. This is a clear indicator that managing careers for the young generation is very different from old generations. It has been proved that computer literacy is based on those with the age of 20 years up to 45 years. After the age of 50 years, computer literacy decreases (Parry & Urwin, 2009). This makes it hard to use technology to train old generations who are past 50 years. At the moment, ICT have been highly adopted by most organisations as a training aid. This is through use of tools such as learning portals, guides and simulations (Lyons & Kuron, 2014). Use of technology in training have been supported being an interactive approach but cannot be applied to all generations based on different ways of learning. Training multigenerational workplace Formal training takes almost 10% of learning in workplace. Workers learn from accessing information which can be given through structured and unstructured means. Research has proved that 70% of the learning occurs on the job (Martin, 2005). This is through interactions with management, peers, and experts. This is the traditional method of learning which is highly preferred by the old generations. There is need to come up with training methods that will cater for Generation Y and Z training needs in the workforce (Marcinkus, 2012). This analysis shows that trainers of adult learners need to consider generational characteristics when coming up with training materials. Taking both generational characteristics and adult learning theories, it’s possible to come up with a unique way of teaching different generations (Parry & Urwin, 2009). A training policy is the first step in training a multigenerational workforce. This is an exercise that requires support from all levels of management (Parry & Urwin, 2009). The effective training policy is supposed to recognise that different generational groups learn differently. The policy should first recognise areas that all workers require mandatory training. This includes areas such as diversity, HIV training and Sexual harassment. The next step is coming up with a structured training that will take care of each generation (Deal, 2007). The managers will play a part in making sure employees plays a part in designing the program. For the young generations, the organisation is supposed to ensure that they have e-learning platforms and programs. Though coming up with an e-learning platform is expensive and time consuming, it have proved to pay at last. This will be appreciated by the young generations and will be beneficial to the organisation (Feiertag & Berge, 2008). The organisation is supposed to identify areas which are not covered by their training program and look for outside learning agencies to help. There is need for organisations to ensure that they use web portals and use webcasts to train specific group of employees especially the young generations (Walker, 2006). While at the same time promoting old generations networking, there is need to realise that younger generations are attracted to social networks. This are networks such as Facebook, MySpace and LinkedIn. The new training policy is supposed to cater for all generations by recognising that they have different learning styles (Feiertag & Berge, 2008). This is through use of training policy that is interactive and utilises different forms of styles. Conclusion The essay have been able to prove that the view held by experts that Generation Y and Z workers learn in different ways than older generations is accurate. It has also been able to show why this warrants the need for different training and development methods. Each of generation has unique characteristics that separate it from the others. It’s also important to note that training and development in workplace is aimed at training adult learners. These are learners from different generations hence have different characteristics. Different generations learn in different ways and differ in their readiness, orientation and motivation to learn. The new generations are more exposed to technology than old generation. For young generations, the best training and development method should use of digital learning, classroom and videos. The older generation is less computer literate hence their learning preferences are different. To train a multigenerational workforce a training policy that embraces all generations is needed. This is through recognising all groups learn differently and catering for their preferences in training and development. 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