Lin Kroeger CMC

1. Adult Learning Styles & Motivation:How might Generation Xers and Millennialsinfluence corporate training? Lin Kroeger CMC PWD Consulting, Inc. -- www.pwdconsulting.com 917-324-6441 ajlink@earthlink.net A BLI Partner – www.macpa.org

2. Objectives Identify options that might enrich the learning experience of professionals who are Generation Xers or Millennials Describe the risks of providing learning without integrating principles of adult learning and generational preferences

3. Consider… • Traditional assumptions about adults who learn • Andragogy • Core design principles • Learner motivation • Generational Differences • Implications of Generational Differences for adult learning

4. Adult Learning Styles Suggest Re-thinking: • Pacing/Rhythm/Length • Maximum “sit” time • Media • Feedback: • Frequency & Style • Benefits to learner • Expectations of learner

5. Traditional Perspectives of Adult Learning, Instructional Design, Learner Motivation

6. Is Andragogy Still Valid?Knowles emphasizes that adults are self-directed and expect to take responsibility for decisions…. • Andragogy makes … assumptions about the design of learning: • (1) Adults need to know why they need to learn something • (2) Adults need to learn experientially, • (3) Adults approach learning as problem-solving, and • (4) Adults learn best when the topic is of immediate value. • …[A]ndragogy means that instruction for adults needs to focus more on the process and less on the content…. • Strategies such as case studies, role playing, simulations, and self-evaluation are most useful. • Instructors adopt a role of facilitator or resource rather than lecturer or grader. learningandteaching.info

7. Core Design Issues to Motivate Learners Attention How to arouse curiosity and interest? Relevance How to link learner needs, interests, motives? Confidence How to ensure learner knows s/he can have positive expectation for success/achievement? Satisfaction What will be the extrinsic/intrinsic rewards? Keller, J.M. Development and use of the ARCS model of instructional design

8. Personal Agency: Can I do this? What are the barriers? Emotion: Do I feel like doing this? Will this do me any good? Task Value:Am I interested? Is this important to me? Richard Clark: CANE Model of Motivation (1)Commitment And (2)Necessary Effort Personal Agency: Can I do this? What are the barriers? Emotion: Do I feel like doing this? Will this do me any good? Task Value:Am I interested? Is this important to me?

9. Motivational NeedsMcClelland • Power • Influence/ Control • Achievement • Establish and meet standards • Affiliation • Help and Interact with others

10. Generational Differences

11. The Generations Differ Traditionalists Baby Boomers Generation X Millennials

12. The Generations Differ – Values and Beliefs? Traditionalists Loyalty Make Do Pay Dues “Accept” Baby Boomers Aspire Change Whatever It Takes “Frame” Generation X Abandonment Video & Computer Games Independence Personal Competence “Just Say It” Millennials Multitask; Immediacy Social Networking Diversity? Structure Voice vs. Vote Checklist “Now”

13. The Generations Differ: Values and Beliefs Baby Boomers Traditionalists Loyalty Make Do Pay Dues “Accept” Aspire Change Whatever It Takes “Frame” Millennials Generation X Abandonment Video & Computer Games Independence Personal Competence “Just Say It” Multitask; Immediacy Social Networking Diversity? Structure Voice vs. Vote Checklist “Now”

14. Why the slide design? I re-created slide 11, as I felt it spoke to me the most with regard to the generational divide. I chose photographs of individuals that I feel represent each generation in one form or another. Two photographs, those of the Traditionalists and the Baby Boomers are professional pictures symbolizing their beliefs that pictures are important documents/records of one's place in life. The picture representing Generation X is that of a low quality group shot, I tried to find something very "Reality Bites." Their early 1990's gear and hairstyles embody what we know/think Gen X to be. The last photo, that of the Millennials, is of my sister (second from left) and her friends taken on a high quality digital camera and uploaded to her myspace page. This picture shows the importance of friendship and community to the Millennials and the fact that my sister published it on her Myspace is another record of Millennials establishing community through the space of the internet. Each color that I chose to represent the generations came from the traditional black for the Traditionalists--no need for fancy colors--straight to the point. I chose a mid-tone red for the Baby Boomers to symbolize their rejection of their parents’ traditionalist notions. Lime green is a now out of date "trendy" color which I feel represents Gen X. And finally to the Millennials, with a purple/silver almost cutting edge color, fresh.  I agree with the thoughts on Millennials vs. Gen X'rs with regard to values and beliefs and influence shape assumptions. I am seeing a large gap between those individuals even five years older than me in their appreciation/or non-appreciation for authority. I think that Millennials have done an interesting job of seeing an individual as authority and using their collective community as authority over Baby Boomers--perhaps rejecting their standards of right/wrong. Even further, I feel the Millennials to have a deep connection to Traditionalists as we make a new tradition. 

15. The Generations Differ – Influences Affect Each Traditionalists WWI WWII Korea Depression Baby Boomers Vietnam Civil Rights Women’s Liberation JFK, RFK, MLK Cold War Traditionalists WWI WWII Korea Depression Baby Boomers Vietnam Civil Rights Women’s Liberation JFK, RFK, MLK Cold War Generation X Latchkey Kids Tripled Divorce Rate Corporate Layoffs Challenger Disaster 3 Mile Island MTV Travel Millennials Most Wanted Babies 9/11, Columbine, OKC Technology “is” Princess Di Enron The Mall; The Food Court Generation X Latchkey Kids Tripled Divorce Rate Corporate Layoffs Challenger Disaster 3 Mile Island MTV Travel Millennials Most Wanted Babies 9/11, Columbine, OKC Technology “is” Princess Di Enron The Mall The Food Court

16. The Generations Differ – Influences Shape Assumptions Traditionalists Duty before pleasure Baby Boomers I can have it all Love/Hate relationship with authority Traditionalists Duty before pleasure Baby Boomers I can have it all Love/Hate relationship with authority Generation X Institutional/Granted authority is irrelevant Earn my respect Family-Work Balance is an assumption Millennials Loyal to individuals Community matters Collaboration is good Information “is” Diversity “is” Generation X Institutional/Granted authority is irrelevant Earn my respect Family-Work Balance is an assumption Millennials Loyal to individuals Community matters Collaboration is good Information “is” Diversity “is”

17. The Generations Differ – Learning Preferences Traditionalists Tell me why Let me try Give me feedback Let me problem solve Baby Boomers Prefer print/paper Reference respected journals Take notes – the highlighter generation Give face time Learning is passive activity What are Results? Impact? Traditionalists Tell me why Let me try Give me feedback Let me problem solve Baby Boomers Prefer print/paper Reference respected journals Take notes – the highlighter generation Give face time Learning is passive activity What are Results? Impact? Generation X Go to Internet first, books second or third Seek information; Ask questions; Challenge Require experts to earn respect Socialize with Peers Remain self-reliant, self-directed What is Relevance? Benefit? Do this for what? Millennials Tune out the uncomfortable or boring – 24/7/multimedia Seek sound, color, and humor—Sesame Street/Nintendo impact Learn collaboratively Seek interactivity Seek integrity Expect leaders to listen and respect their ideas Generation X Go to Internet first, books second or third Seek information; Ask questions; Challenge Require experts to earn respect Socialize with Peers Remain self-reliant, self-directed What is Relevance? Benefit? Do this for what? Millennials Tune out the uncomfortable or boring – 24/7/multimedia Seek sound, color, and humor—Sesame Street/Nintendo impact Learn collaboratively Seek interactivity Seek integrity Expect leaders to listen and respect their ideas

18. The Generations Differ – Focus of Learning Process Traditionalists Focus on duty, responsibility Baby Boomers Focus on influence Traditionalists Focus on duty, responsibility Baby Boomers Focus on influence Generation X Focus on value to “whole” Millennials Focus on immediacy Generation X Focus on value to “whole” Millennials Focus on immediacy

19. Generation XCynical; Focused on life control • Maintain short attention span • Appear sensitive to design and graphics • Want to build personal competence • Prefer to self-direct learning • Expect experts and authorities to prove themselves

20. MillennialsWary of ambiguity and undefined promisesFond of immediate payoff Respond well to learning that offers activities that are: • Experiential • Simulations • Collaborative (teams) • Interactive (online interaction with feedback) • Structured Expect ongoing feedback Expect ongoing feedback

21. Today’s Learning Opportunities & Expectations • Any time • Any place • Flexible • Accessible • Convenient Classrooms Mentors/Coaches Telephones/Conference Calls Laptops CD-ROMS Webinars PDAs MP3/iPods Cell phones Email Instant messaging (IM) Blogs Vlogs Podcasts Atavars/Second Life Myspace.com Friendster.com YouTube Graphic Novels

22. Graphic Novels Biz Comics

23. A Young Xer/Millennial Opportunity:IBM’s Palmisano – an Avatar on Second Life

24. Generational Differences and Implications for Adult Learning, Corporate Training

25. ANDRAGOGY • Why am I learning this? • How can I learn this experientially? • How can I learn this as a problem solving process? • How will I use this now? • What kinds of case studies, role playing, simulations, and self-evaluations will be used to facilitate my learning? • DESIGN ISSUES • How will learning arouse curiosity and interest? • How will learning link learner needs, interest, motives? • How will learner know s/he can have a positive expectation of success/achievement? • What will be the extrinsic/intrinsic rewards? • MOTIVATION • How will learner ensure s/he can do this? • How can learner ensure there are no barriers? • Why will learner feel like learning? • How will learner address need to recognize and experience personal benefit, personal interest, and personal significance? • MOTIVATIONAL NEEDS • Power • Achievement • Affiliation • GENERATIONS • Baby Boomers • Will pay dues and sit but probably prefer livelier learning • Generation X • Self-direct • Wait until respect is earned • Learn for personal benefit in life, career • Millennials • Collaborate • Seek immediacy • Assume 24/7 access • Expect fun • Seek respect

26. Adult Learning Styles Suggest Re-thinking: Minimize the “long haul” Establish clear learning and application objectives Provide variety; Increase learner control of pacing Blend Learning: face time, eLearning, online, dialogues, Webinars, coaching, mentoring, blogs, podcasts, reading… Increase feedback; Tailor feedback to individual Clarify expectations of learner; Listen Factor in quality design of learning and media Increase comfort/hygiene factors • Pacing/Rhythm/Length • Maximum “sit” time • Media • Feedback: • Frequency & Style • Benefits to learner • Expectations of learner

27. Objectives Identify options that might enrich the learning experience of professionals who are Generation Xers or Millennials Describe the risks of providing learning without integrating principles of adult learning and generational preferences