Upload
liz-horgan
View
36
Download
0
Embed Size (px)
DESCRIPTION
Annotated bibliography - preparation for my research paper.
Citation preview
Running head: MULTI-GENERATIONAL TRAINING
Multi-Generational Training and Preferred Learning Styles:
An Annotated Bibliography
Elizabeth Horgan
COMM 602 – Kim Gregory
November 9, 2009
Multi-Generational Training 1
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
Multi-Generational Training 2
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,
Multi-Generational Training 3
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
Multi-Generational Training 4
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.
Multi-Generational Training 5
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.
Multi-Generational Training 6
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
Multi-Generational Training 7
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.
Multi-Generational Training 8