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Running Head: TRAINING THE MULTIGENERATIONAL WORKFORCE Training the Multigenerational Workforce Learning and Training Styles John A. Gears The University of Findlay As a partial fulfillment of the requirement for a Master of Arts in Education EDUC 505

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Page 1: Finalproject- EDUC 552

Running Head: TRAINING THE MULTIGENERATIONAL WORKFORCE

Training the Multigenerational Workforce

Learning and Training Styles

John A. Gears

The University of Findlay

As a partial fulfillment of the requirement for a Master of Arts in Education

EDUC 505

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1 TRAINING THE MULTIGENERATIONAL WORKFORCE

Abstract

Training the unskilled workforce in a manufacturing facility using written work instructions and

demonstration methods is common training practice. This traditional method is inexpensive and

can be effective if enough time is allowed to teach the work process. Today’s unskilled

workforce is a collaboration of multigenerational workers representing four generations and

each generation presents their own unique learning styles, values, and work ethnics. Is the

standard training method (written instruction and job demonstration) of the traditional workplace

enough for the unskilled multigenerational worker or would understanding the different

personality traits provide insight into improving or recreating training methods?

In this paper, each generation of worker is defined, the Traditionalists, Baby-Boomers,

Generation X and Generation Y/Millennials. The strength and weakness of the standard training

method will be examined; the learning styles and challenges of the multigenerational worker will

be examined and will consider if standard training methods require improvement or should new

training methods be implemented.

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2 TRAINING THE MULTIGENERATIONAL WORKFORCE

Table of Contents

Title Page i

Abstract 2 Table 20

Figures Figure 1 21

Figure 2 22

Figure 3 22 Figure 4 23

Introduction 3

Review of Literature 6

Design 14

Reporting Data and Results 19 Discussion: Interpretation of Results 24

Conclusion 26

References 28

Appendices: Appendix A 31

Appendix B 32

Appendix C 33

Appendix D 34 Appendix E 35

Appendix F 37

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3 TRAINING THE MULTIGENERATIONAL WORKFORCE

Introduction

Creating training programs to fit the needs of the new multigenerational workforce has

become challenging for the traditional work place. In an industry setting, the training of the

unskilled worker is the standard method of written work instructions and job demonstration. To

update the existing training methods or create new training programs, it is valuable for the

employer to understand this new multigenerational workforce. Arnold (2010) defines

multigenerational as “several generations coexisting in an environment or place” (p. 16).

Campbell (2011) reports, “Perhaps for the first time in U.S. history we have four generations

working together” (p. 66).

The four generations of workers present great opportunities and challenges in the

workplace, so it is valuable for management to understand that each generation has different

learning styles, attitudes and work ethics. Understanding these personality traits of each

generation would benefit management in improving existing training programs or creating new

ones. Recognizing that “‘one size does not fit all’ or a single approach does not fit all when

creating an environment that recognizes and embraces generational diversity” is essential

(Arnold, 2010, p. 16).

With the standard training method, written work instruction (see Appendix A)

and demonstration is the standard training method which leads one has to ask: does this training

method reach all new workers, or would having a greater understanding of the background and

personality traits of the new worker provide benefits to the trainer as well as the learner? This

research paper main focus is on the definition of the different generations of workers that

represent an auto-part manufacturing plant in Northwest Ohio, and explore their values, work

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4 TRAINING THE MULTIGENERATIONAL WORKFORCE

ethic, and learning challenges. Then, the researcher investigates how employers can improve the

standard training methods being used or initiate new training programs.

Problem Statement

Is the standard training method (written instruction and job demonstration) of the

traditional workplace enough for the unskilled multigenerational worker or would understanding

the different personality traits provide insight into improving or recreating training methods?

This research paper focuses on the definition of the multigenerational worker, explore the

learning challenges of each generation and investigate how employers can improve standard

training methods or initiate training programs tailored to meet the needs of the multigenerational

worker.

Problem’s Significance

Presently, the multigenerational workers entering most manufacturing facilities received

the standard training method of written work instructions and job demonstration. The workers

have gained work experience from previous jobs, but have limited knowledge about the new

plant’s operation and the new technology (robotics and computer programs) being used. The

standard training is usually conducted by a senior employee. The written work instructions are

reviewed, and the job demonstration is completed. The job demonstration is evaluated by the

trainer by using a weekly observation check sheet (Appendix B) to calculate what areas of

training still need more work. The new employee is expected to learn quickly so they will be able

to work independently, without supervision and without stopping production.

The employer depends on the new employee’s past work experience to reduce training

time. There is no expected learning time in using this training process. The employee is trained

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5 TRAINING THE MULTIGENERATIONAL WORKFORCE

as he works the new job. This type of training provides low cost to the employer up front, but the

final training cost could be expensive due to the time expectancy of learning the job.

This standard training method is effective for some employees but could create problems

for others. The suggestion is that understanding the learning styles of different generations of

new workers, and providing additional training may have a positive impact on work

performance. It is noted that “training is linked to increased employee productivity and

organizational profitability” (Williams Van Rooij, 2012, p. 282). Also Barnes (2013) states,

“Meaningful work is important for people of all ages, and making workers aware of the nature of

their efforts is a key responsibility of managers and training and development professionals” (p.

33).

Hypothesis

If employees are provided with additional training at orientation along with the existing

standard training method (written work instructions and job demonstration), then employees will

be more familiar with the expected job performed at each work station. An improved training

program that understands and reaches all generational learning styles could provide improved job

performance, enhance job satisfaction, and increase expected productivity.

Independent Variable

The independent variable for this research is the learning styles of today’s

multigenerational workforce. The research will expose how learning styles vary from each

generation that represents today’s workforce. The training program was implemented during new

employee orientation to assure a friendly learning work environment, and introduce the work

required to complete the job task. The orientation program will be followed by the standard

training method of written work instructions and demonstrations currently being used.

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6 TRAINING THE MULTIGENERATIONAL WORKFORCE

Dependent Variable

In this research the dependent variable is to evaluate if additional job training during

orientation will better equip each worker to perform the job duties at each work station. Job

performance was evaluated through observation and the production rate at each work station. It

is important that employers understand the multigenerational employee’s learning style and

know how to develop an additional training program to fit the needs of the employee.

Review of Literature

To understand the challenges of using traditional training programs or creating new

programs that fit the multigenerational work environment, we must first understand the workers

themselves. Harris (2005) states, “for the first time in history the typical workplace now includes

four separate generations of employees, each with its own unique mindset, values, and priorities”

(p. 44). Smith & Clurman (1998) reports, “the term generation typically refers to a group of

individuals who share common life experiences such as world events, natural disasters, politics,

economic conditions, and pop culture” (as cited in Hansen & Leuty, 2012, p. 34). According to

Cekada (2012), “each generation has unique characteristics, influences, core values, respect and

tolerance for others that affect how it’s members interact, communicate, and learn in the

workplace” (p. 40).

As mentioned above, “multigenerational is defined as several generations coexisting in an

environment or place” (Arnold, 2010, p. 16). Understanding these definitions helps describe

today’s worker and how they coexist in the work environment. Dittman (2005) states, “A lack

of understanding across generations can have a detrimental effect on communication and

working relationships and undermine effective services” (p. 54). Also, Johnson & Johnson

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7 TRAINING THE MULTIGENERATIONAL WORKFORCE

(2010) reports that, “Organizations that make an effort to reconcile the differences and

emphasize the similarities among the various generations will be rewarded with intergenerational

harmony and increased productivity” (p. 17).

Having stated that there are four generations of workers entering the workforce and

working together, we will explore each generation. Werth (2011) states:

Although labeling a person as belonging to one generation or another based solely

on the year they were born is stereotypical, it can be a useful tool for making

general statements about the likely characteristics that exist in a group of

individuals. (p. 12)

The widely accepted definition and breakdown of the four generations are as follows: Silent

Generation also known as Traditionalists (born 1933-1945), Baby Boomers (born 1946-1964),

Generation X (born 1965-1980), and Generation Y or Millennial (born 1981-2000).

Silent Generation or Traditionalists

This generation was born from 1933 to 1945 and is the oldest members of the workforce.

This generation is 28 million strong, makes up 8% of the workforce, and ranges in age from 63

to 86. The Traditionalists are greatly influenced by the experiences shared by their parents and

grandparents who endured immigrating to a new country as well as the financial hardships of the

Great Depression and W.W. II (Mask, 2014). Known to be loyal to one company, disciplined,

and respectful of authority with a strong work ethic and independence, their careers often

identify who they are (Bartley, Ladd & Morris, 2007, p. 31). Kupperschmidt (2012) reports the

Silent Generation, “they view work as a duty and obligation” (as cited in Hansen & Leuty, 2000,

p. 35). They are often stereotyped by the younger generations as “rigid, gruff and harsh”

(Bartley et al., 2007, p. 29). “They believe in paying one’s dues and are irritated when others

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8 TRAINING THE MULTIGENERATIONAL WORKFORCE

waste their time” (Mask, 2007, p. 2). Johnson & Johnson (2010) continues to say, “ this

generation are experienced with a lot to offer, high commitment to quality, great communicatio n

and interpersonal skills, able and willing to learn” (p. 17).

Baby Boomers

This generation was born from 1946 to 1964. Also referred to as the “Woodstock

Generation,” the Boomers were influenced by the Sixties, the Vietnam War, and postwar social

change (Johnson & Johnson, 2010, p. 17). According to Harris (2005), this generation is the

largest at 76.5 million strong, were spoiled by their parents, and have a youthful and individual

mindset that has set a precedent for other generations to follow. Boomers grew up “amid

economic prosperity, suburban affluence and strong nuclear families with stay at home moms”

(Cekada, 2012, p. 41). “Boomers tend to be driven by the mentality that the possibilities are

endless. Eager to succeed and with a strong work ethic and great determination, Boomers retain

their determined, strong work ethic in the workplace and expect similar views of their younger

employees” (Bartley et al., 2007, p. 29). According to Strauss and Howe (1991), “However,

Boomers are also often seen as workaholics who value their careers, and seek meaningfulness in

life from their work” (as cited in Hansen & Leuty, 2012, p. 35). Vogel (2010) continues to state,

that “the mantra for Boomers in the late 60’s and early 70’s was ‘Never trust anyone over 30’”

(p. 41).

Generation X

This generation was born from 1965 to 1980 and make up 34% of the workforce.

Generation X, better known as “latch key children” with both parents working, grew up during

the time of high divorce rates and massive job layoffs in the 1980s (The Multigenerational

Workforce, 2009). Because of this, individuals of Generation X have developed skills of

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independence, adaptability, and resilience. “Members of this group are independent and

adaptable (Hansen & Leuty, 2012, p. 35). They saw their parents face job layoffs and insecurity,

so many do not hold loyalty to one company but do feel a commitment to their boss or team”

(Cekada, 2012, p. 41). Lancaster and Stillman (2002) report “Generation X was revolutionized

by television and the media that provided this generation with more exposure to world events

and pop culture than previous generations” (as cited in Hansen & Leuty, 2012, p. 35).

Additionally, Gibson et al. (2009) found that “rather than being workaholics, Gen Xers desire a

balance between work and life, are skeptical, lack loyalty to employers, desire respect from

supervisors, and value teamwork and participation” (as cited in Werth & Werth, 2011, p. 13).

Stereotyped by earlier generations as “lazy and arrogant” they desire more flexible schedules

rather than the 9-5 schedule of Boomers. Bartley et al. (2007) state, “Their need for

independence and desire to create their own success Gen Xers tend to perform better with a

manager who acts as a teacher, mentor, or facilitator” (p. 30). Werth and Werth (2011) continue

to state, “Generation X comprises the greatest number of individuals employed in many

occupational fields” (p. 13).

Generation Y (Millennials)

This generation was born from 1981 to 2000, 72 million strong, and make up 34% of the

workforce. Also referred to as the “Entitled Generation,” they are influenced by technology and

doting parents (Johnson & Johnson, 2010, p. 10). Harris (2005) states, “They’ve been greatly

indulged by their fun-loving parents, invited as children to play a lead role in their family’s

purchasing and travel decisions” (p. 47). Cekada (2012) continues to say, they grew up

“Showered with attention and driven by high expectations of their parents” (p. 41). This learned

behavior contributes to a sense of self-confidence and ability to multitask which helps them work

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10 TRAINING THE MULTIGENERATIONAL WORKFORCE

well in teams. Stereotyped as arrogant and cocky by other generations they tend to be the most

educated and technological of the generations. According to Bartley et al. (2007) “Millennials

have had technological innovation readily available to them with cellular telephones, the

Internet, and personal computers” (p. 30). Smith (2006) states, “Millennials are of a ‘free agent’

mindset and are realistic about their expectations and dependent on technology perhaps at the

expense of basic reading, writing, and math skills” (p. 11). Fox (2011) reports: “Millennials do

not cite work ethic as one of their top five ‘principle claims to distinctiveness’ but instead use

technology to define them. Millennials don’t have a good work ethic, job hop and live off their

parents” (p. 26).

Now that each generation has been defined, how do we combine these personalities into a

cohesive workforce? From the hard-working, loyal Silent Generation to the tech-savvy

Generation Yers an effective methodology must be found to help each in the learning process.

This study will explore, at this point, the learning styles of the three generations, Baby Boomers,

Generation X and the Millennial Generation, as represented in the workforce in the auto-parts

manufacturing plant.

Learning Styles

Baby Boomers prefer a lecture and workshop type of environment where they can share

experiences and feel challenged. PowerPoint, books, manuals, and case studies are the materials

best suited for this group (Cekada, 2012). Generation Xers prefer a casual, fun environment with

hands-on activities, games and role playing. “They are more comfortable with technology than

previous generations, so they are comfortable in an environment that utilizes technology”

(Cekada, 2012, p. 43). According to Cekada (2012), Generation Yers prefer “an electronic,

media-centered learning environment that uses software, CD’s, videos, podcasts, games and

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11 TRAINING THE MULTIGENERATIONAL WORKFORCE

social media. Typically multi-taskers, they learn through visual methods rather than reading text”

(p. 43). McGlynn (2006) states, “Millennials want to learn collaboratively, prefer to learn in

their own time and on their terms and appreciate a structured activity that permits creativity” (as

cited in Tucker, 2006, p.7). Werth and Werth (2011) suggest that “great benefits can be obtained

by de-emphasizing lecture for Millennial learners and integrating technology in job training

instructions” (p.13).

Each generation has something unique to offer. Recognizing and adapting to these traits

can prevent a conflict between worker groups while enhancing communication and

collaboration, and lead to enhanced success in the training environment. Blevins (2010) states,

“the key is enabling all employees to understand and respect each other for the value they bring

and to recognize the similarities among them” (p .30).

Training Methods

Now that the learning skills have been defined for each generation, employers can review

and improve the standard training method presently being used or create job training programs

that will reach all the multigenerational workers needs. To better serve the employer, a common

ground must be found when training employees of all generations and in some cases gearing its

specificity for that generation’s needs (Vogel, 2010, p. 41). Patrick (2000) defines job training

as:

A set of planned activities on the part of an organization to increase the job

knowledge and skills or to modify the attitudes and social behavior of its member

in ways consistent with the goals of the organization and the requirements of the

job ( as cited in Schmidt, 2007, p.483).

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Harris (2005) reports, “It has also become a training priority for certain lines of business,

especially sales training organizations that see the importance of awakening employees to

generational differences among customers as well as colleagues” (p. 45). Many things should be

established prior to beginning any training program which include but are not limited to the

following:

Ability to Learn: Measurable ability to understand spoken language, ability to read and to

comprehend what was read, age related issues such as eyesight, hearing.

Motivation to Learn: Wiethoff (2004) states, “Personality traits such as goal orientation

and conscientiousness have generally positive effect on motivation to learn” while “anxiety has a

negative effect on motivation to learn” (p. 271).

According to Wiethoff (2004), “Age may play a role in motivation to learn. Some studies

have reported that older people are less motivated to learn new technologies than are younger

people” (p. 271). Blevins (2010) states, “the multigenerational workforce of today allows for

mentoring in “reverse”, meaning employees from younger generations share with others the

fabric of their style including new technologies and communication methods designed to

enhance productivity and job satisfaction” (p. 30). Mathieu et al. (1993) reports, “self-efficacy

may influence both motivation to learn and training performance” (as cited in Wiethoff, 2004, p.

271). Schmidt (2007) states, “When in training it is important that the methodology used be one

that employees believe effective in helping them learn” (p. 493). According to McGlynn (2005)

“the first step is acknowledging that different teaching techniques are often necessary for

different generations” (as cited by Tucker, 2006, p. 7).

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Training Program

The information collected about each multigenerational learning style should be reviewed

and incorporated to conduct and achieve a training program that will meet the needs and

satisfaction of all new employees. Training and development of new employees can be provided

at low expense by the employer and improve employee job satisfaction. Schmidt (2007) defines

job satisfaction as “how people feel about their job and different aspects of their jobs” and

defines job training satisfaction is “the extent to which people like or dislike the set of planned

activities organized to develop the knowledge, skills, and attitudes required to effectively

perform a given task or job” (p. 483). Organizations that make an effort to reconcile the

differences and emphasize the similarities among the various generations will be rewarded with

intergenerational harmony and increased productivity (Johnson & Johnson, 2010, p. 17).

According to Vogel (2010) “One of the most compelling questions facing the business

world today is this: How can companies and education create productive dialogue that allows 50-

year-olds to communicate efficiently with workers in their 20’s?” (p. 41). To better serve the

employer, a common ground must be found when training employees of all generations and in

some cases gearing it specifically for that generation’s learning styles and preferences. Here are

suggestions of training modifications that could be implemented to benefit the multigenerational

mentioned in this study:

Three-hour long training session in a relaxed learning environment with 10

minute break every hour

Ten (10) participants, 2 in a group, one from each different generation

Three training instructors from different departments from inside the plant

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14 TRAINING THE MULTIGENERATIONAL WORKFORCE

One Video (20 minutes) to review the assembly line running with every work

station represented, employees performing the job, and viewing how computer/

robotic technology is incorporated at each work station

Computer games to introduce computer technology to learners

Power-point presentation with written hand-outs to review each work station

and how to properly read computer monitors, the drop down menu and make

correct selections to maintain productivity

review the written work instructions

Tour of assembly line while operating for observation

Review, discussion, and questions on material

Provide additional one-on-one training for any employee demonstrating

difficulty with the teaching material

Design

Description of the research design

The researcher implemented a pre-experimental, single-group pretest designed to assess new

employees entering the workforce receiving a standard training method of written work

instructions and job demonstration equip them to perform the job duties at each work station.

This study proposes that the new generational employees have different learning styles and a

different style of training could accommodate those styles. This design consisted of a single

group of new employees who were given a pretest using one instrument.

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15 TRAINING THE MULTIGENERATIONAL WORKFORCE

Description of the sample

The participants of this study agreed to the confidentiality and participation statement

identified in Appendix C. The participants were 15 new employees, 8 men and 7 women, who

were hired to work on the assembly line on third and second shift. Of the 15 employees, 9 had at

least 20 years of work experience and a high school education, 4 had a college education, and 2

had technical training. The participants were from several rural towns in Northwest Ohio that

surround the auto-parts assembly plant, and the study took place in the same auto-parts assembly

plant. At the time of this study, the assembly plant of Northwest Ohio had been in operation for

two years and currently has approximately 100 employees.

Description and sample of the instruments

Two instruments were used in this research. Shown in Appendix B, the first

instrument/pretest was an Observational Workstation Check List. This instrument is used by

each trainer at their work station to record progress made by the new employee and to determine

the length of training received and track information to see if the “demonstration” part of the

standard training method has provided results. In Appendix E, the second instrument/pretest, a

survey, consists of 10 questions, each followed by Likert scale, response possibility. The

questionnaire evaluated current training methods and collected demographics of each new

employee.

Explanation of procedures

The first instrument/pretest was an Observational Workstation Check List used by the

trainer at each workstation. The check list (Appendix B) will record the employee’s progress

with a check mark where improvement is needed as they are being trained and provide the trainer

a timeframe if additional training is needed.

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16 TRAINING THE MULTIGENERATIONAL WORKFORCE

The second instrument/pretest, a survey questionnaire (Appendix E), was administered to

the new employees between second and third shift. The confidentiality and consent form

(Appendix C) was attached to the survey, and pens were provided to complete the survey. The

new employees completed the survey within 10 minutes. The collection of the completed surveys

was placed inside a business folder, faced down so that no data was shown. Upon completion of

the survey, the new employees were thanked. The results of all data collected can be located in

Appendix F, and Appendix G illustrates employee demographics, learning experiences and

styles, effectiveness of present training methods, and possibilities of additional training to the

present training method.

Internal Validity Issues

The validity of this study hosted a range of threats. The first threat to internal validity was

history. Before conducting this study, the researcher had contact and conversation of the present

training methods with new employees. This uncontrolled event may have a direct effect on the

independent variable due to the conversation prior to the survey.

The second threat to internal validity is selection. The participants selected by the

researcher to take the survey were new employees. The selection was based on the assumption

that the new employee would have knowledge and insight into training methods received and

answer survey questions objectively and honestly on the effects of present training method.

The third threat to internal validity the new employees declined to participate due to

viewing the relevance of improved training as having direct impact on job performance. The

response by new employees may have either a positive or negative effect on existing training or

additional training programs depending on their opinions.

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17 TRAINING THE MULTIGENERATIONAL WORKFORCE

The fourth and final threat to internal validity was the researcher effects. The researcher

administered the observation check list and survey questionnaire professionally and followed

written directions. The second pretest survey questionnaire was offered in a comfortable setting,

allowing a more personal level for the researcher and the new employee

Data Analysis Procedures

The data analysis procedure started with the researcher organizing and summarizing the

collected data. The observational check list (Appendix B) was posted at every workstation. The

employee traveled to each workstation, the trainer evaluated work performance and charted it on

the observational checklist. The survey questionnaire provided objective data which was

interpreted by the researcher from the new employee responses. The survey questionnaire

determined if the existing training method was adequate or if increased training would be

beneficial. The information from the pretest questionnaire was separated into workable tables in

Appendix F. The survey demographic questions on the survey determined how many different

generations were represented, learning styles, years of work experience, level of education, and

gender. These survey question responses were separated into workable tables in Appendix G.

As the data analysis procedure continued, the researcher started interpreting the data. The

researcher looked for relationships between the learning styles of each generation represented

inside the assembly plant and present standard training method being offered or possible

additional training. In addition the researcher reviewed the survey responses collected from the

learning skills section of the demographic section of the survey to recommend new training

methods or improvement’s of the training methods presently being used.

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18 TRAINING THE MULTIGENERATIONAL WORKFORCE

Null Hypothesis

If employees receive written work instructions and job demonstration training then the

expected job performed at each work station will not be affected with additional training during

orientation.

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19 TRAINING THE MULTIGENERATIONAL WORKFORCE

Reporting Data and Results

New employees were selected and given a survey consisting of eight questions

pertaining to written work instructions and demonstrations. Each question followed by a Likert

scale and each answer of the survey questions was given a ranking number, always #5, most of

the time #4, sometimes #3, rarely #2, and never #1. The results of the survey were complied into

a questionnaire worktable included in Appendix F. The five questions on demographics were

asked, gender, year born, work experience, level of education, and learning styles. The

employees were asked to circle or check the most appropriate answer.

The average of all questions response numbers were calculated in a data table (see Table

1), and the demographics responses were calculated (See Figure 1). This research examines new

employee use of written work instructions and demonstration. The results were examined to

check the effectiveness of current training and determine if either additional training or a new

training program is needed.

The data table (see Table 1) presents the results of the eight questions asked. The answers

highlighted in red ranked the highest percentage for the response to the question. Question 1

asked if the written work instructions were easy to read and understand, 60% of the employees

answered sometimes, 26.6% answered most of the time and 13.3% answered always. Question 2

asked if the written work instructions provided every detail of all job duties at each workstation,

40.0% answered most of the time, 26.6% of the employees answered sometimes, 13.3%

answered always, and 20% answered rarely. Question 3 asked if job demonstration supported the

written work instruction provided at each workstation, 20.0% answered most of the time, 33.3%

of the employees answered sometimes, 20% answered always, and 26.6% answered rarely.

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20 TRAINING THE MULTIGENERATIONAL WORKFORCE Questions Always 5 Most of the Time 4 Sometimes 3 Rarely 2 Never 1

1. The written work instruction at each work station was easy to read and understand.

13.3% 26.6% 60.0 %

0% 0%

2. The written work instruction at each work station provided every detail of the job duties required to perform the job task at that work station.

13.3% 40.0 % 26.6 % 20.0% 0%

3. Demonstration of job duties performed at each

work station supported the written work instruction.

20.0 % 20.0% 33.3% 26.6% 0%

4. Demonstration of job duties perform at each work station is essential to performing the job duties.

26.6% 53.5% 6.6% 13.3% 0%

5. The written work instructions were always

updated as the job duties changed at each work station.

20.0% 33.3% 33.3% 6.6% 6.6%

6. The written work instructions provided detailed information of the components being assembled at each work station.

33.3% 33.3% 13.3% 13.3% 6.6%

7. Quality checks and points of the

components being assembled at each work station were provided inside the written work instructions.

33.3% 46.6% 20.0% 0% 0%

8. The written work instruction and job demonstration each work station provided

efficient training.

20.0% 20.0% 40.0% 20.0% 0%

Table I

Data for Overall Responses from Survey Questions

Question 4 asked if demonstration of job duties at each workstation is essential to

performing the job duties 53.3% answered most of the time, 6.6% of the employees answered

sometimes, 26.6% answered always, and 13.3% answered rarely. Question 5 asked if the written

work instructions were always updated as the job duties changes at the workstation, 33.3%

answered most of the time, 33.3% of the employees answered sometimes, 20.0% answered

always, 6.6% answered rarely, and 6.6% answered never. Question 6 asked if the written work

instruction provided detailed information of the components being assembled at each work

station, 33.3% answered most of the time, 13.3% of the employees answered sometimes, 33.3%

answered always, 13.3% answered rarely, and 6.6% answered never. Question 7 asked if quality

checks and points of the components being assembled at each work station were provided inside

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21 TRAINING THE MULTIGENERATIONAL WORKFORCE

the written work instructions, 46.6% answered most of the time, 20% of the employees answered

sometimes, 33.3% answered always, 0% answered rarely, and 0% answered never. Question 8

asked if the written work instruction and job demonstration each work station provided efficient

training, 20% answered most of the time, 40% of the employees answered sometimes, 20%

answered always, 20% answered rarely, and 0% answered never.

The demographic results of the survey were presented in pie and bar graphs. The

employee’s gender was 7 females and 8 males. Figure 1 represents the range the year the

employee was born, 6 employees were born in 1946-1964, 6 employees were born in 1965-1980,

and 3 employee’s were born in 1981-2000.

Figure 1 Employees year of birth

Figure 2 represents the employee’s levels of education; the selections 8 employees were

High School/GED, 3 employees were Technical School, 2 employees were 2 year College, and 2

employees were 4 year College.

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22 TRAINING THE MULTIGENERATIONAL WORKFORCE

Figure 2 Employees level of education

Figure 3 represents the range of work experience for each employee’s, 3 employees had

0-5 years of work experience, 2 employees had 6-10 years of work experience, 1 employees had

11-15 years of work experience, no employees had years of 10-20 work experience, and 9

employees had 21-30 years of work experience.

Figure 3 Employees years of work experience

Learning styles are the last of the demographic results and are represented in a bar graph

(see Figure 4). Each employee had eight choices and was to pick as many learning styles

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23 TRAINING THE MULTIGENERATIONAL WORKFORCE

preferred. The results were, 11 employees picked auditory, 2 employees picked observation, 5

employees picked classroom, 2 employees picked hands-on, no employees picked groups, 3

employees picked PowerPoint, and no employees picked video.

Figure 4 Preferred learning styles of employees

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24 TRAINING THE MULTIGENERATIONAL WORKFORCE

Discussion: Interpretation of Results

When interrupting the results it is necessary to relate the data to the hypothesis which

stated if employees are provided with additional training at orientation along with the existing

standard training method, employees will be more familiar with the expected job performed at

each work station. The data in Table 1, the answers highlighted in red from the 8 questions

reveal the highest percentage of answers for every question. The total of the five respond

categories were, always at 179.8 percent, most of the time at 273.3 percent, sometimes at 233.1

percent, rarely at 109.8 percent, and never at 13.2 percent. The two response categories which

supported the standard training methods were always and most of the time with the total score of

453.1 percent. The response category sometimes had a total score of 233.1 percent. These

respondents remained neutral in support of the standard training method or initiating a new

training program. The last two respond categories did not supported the existing standard

training methods were rarely and never with a total score 13.2 percent.

The data collected from the demographic section of the survey provided general

background information on the employees taking the survey. There were eight males and seven

female’s employees, 6 were Baby-Boomers, 6 were Generation Y, and 3 were Millenniums. Ten

employees had ten to 30 years of work experience while 5 employees had 10 years or less of

work experience. Eight employees education level was high school or GED, 3 employees

received education from a technical school, 2 employees had 2 years of college, and 2 employees

had 4 years of college. The learning styles preferred by the employees surveyed were charted in

a graph (see Figure 4). Two of these learning styles support the standard training method reading

and auditory. However, the standard training method is conducted inside the plant on the

assembly line workstation not inside a classroom.

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25 TRAINING THE MULTIGENERATIONAL WORKFORCE

The internal validity issues of this subject did not affect the research data in one way or

the other. The employees were informed that the survey was a method of collecting data to

review the standard training method that already exists or if additional training methods should

be implemented. The selection of employees that participated in the survey were new employees

which were already started working on the assembly line with an understanding of the existing

training methods and remained objective to answering the questions on the survey. All of the

fifteen employees agreed to participate in the survey and viewed the research as a possibility of

improvement in job training which would have a direct impact on job performance. Finally, the

new employees believe this research had a positive effect on the existing training methods and

the possibility of improving training methods could be implemented should be review. In

conclusion, the research data did not show any significant inconsistency to validate this threat to

the internal validity.

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26 TRAINING THE MULTIGENERATIONAL WORKFORCE

Conclusion

I noticed during this research project my position on the existing standard training

method verses implementing change to this training method or even creating a new training

program shifted. This research started with observation of new employees using the existing

training method of using written work instructions and demonstration of job duties performed at

each workstation. Even though the new employees had prior work experience (see Figure 3), this

training method was not completely beneficial to the new employee. Even with the diverse

background of the new employee, the majority had difficulty at most workstation requiring extra

assistance especially with the computer monitors and software. Direct evidence of this was

noted in the daily production numbers and the weekly observational workstation check list (see

Appendix B).

However, when interrupting the results of the survey responses (see Table 1), 40 percent

of the employee’s answered always and most of the time which supports using the standard

training method of written work instructions and demonstration of job were essential in

completing the job duties. While the other 40 percent of the employees answered sometime in

using the standard training method and 20 percent answered rarely. With the results of this data it

is determined that the standard training method was supportive but was not sufficient enough

training. As a result, this research supports additional training in addition to with the existing

standard training method would be beneficial.

The results might be different if research on additional training would be continued,

while implementing alternative data collection practices could be implemented. Some additional

suggestions for collecting data could be, using a larger number of employees working on the

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27 TRAINING THE MULTIGENERATIONAL WORKFORCE

assembly line for longer than 30 days, review the areas noted on the weekly check off sheet by

trainers to reveal areas for improvement, and add more questions to the survey to detail different

aspects of the standard training methods so that weak areas of the written work instructions can

be addressed. Finally, the response to the survey could be changed to give a more precise answer

to the asked questions and the demographic area of the survey could eliminate the gender area

which did not have any effect on the research.

In conclusion, employee training and performance should be a continuous process with

any business. Training programs and methods are implemented to suit the learning styles of all

employees and should be monitored and updated. As this research paper presented, the

workforce is changing representing a variety of generations of employees working and

communicating together to reach a common goal.

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28 TRAINING THE MULTIGENERATIONAL WORKFORCE

References

Arnold, P. (2010). Diversity in the workspace: Creating an engaging

generational culture of success. Profiles in Diversity Journal, 12(4), 16. Retrieved from

EBSCOhost database.

Barnes, A. (2013). Breaking through generational stereotypes. T+D, 67(6), 30-33. Retrieved

from EBSCO database host.

Bartley, S. J., Ladd, P. G., & Morris, M. (2007). Managing the multigenerational workplace:

Answers for managers and trainers. CUPA-HR Journal, 58(1), 28-34. Retrieved from

EBSCO database host.

Blevins, Jennifer L. (2010). Changing perceptions: Multi-Generational workforce offers more

opportunity than challenge. Profiles in Diversity Journal, 12(2), 30. Retrieved from

EBSCO database host.

Campbell, E. A. (2011). Generational diversity: Tensions and opportunities. Profiles in Diversity

Journal, 13(6), 66. Retrieved from EBSCOhost.

Cekada, T. L. (2012). Training a multigenerational workforce. Professional Safety, 57(3), 40-44.

Retrieved from EBSCO database host.

Dittmann, M. (2005, June). Generational differences at work. American Psychological

Association, 36(6), 54. Retrieved from EBSCO database host.

Fox, A. (2011). Mixing it up. (cover story). HR Magazine, 56(5), 22. Retrieved from EBSCO

database host.

Hansen, J., & Leuty, M. (2012). Work values across generations. Journal of Career Assessment,

20(1), 34-52. doi:10.1177/1069072711417163

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Harris, P. (2005). Boomer vs. Echo Boomer: The work war? T+D, 59(5), 44. Retrieved from

EBSCO database host.

Johnson, L., & Johnson, M. (2010). Resolving intergenerational workplace conflict. Baseline,

(107), 17. Retrieved from EBSCO database host.

Mask, D. (2007). Managing the generation mix in the workplace-Tips to manage the generation

gap. Newsletter from Alliance Training and Consulting. Retrieved from

http://www.alliancetac.com/index.html

The Multigenerational workforce: Opportunity for competitive success. (2009). HR Magazine,

54(3), 1. Retrieved from EBSCO database host.

Schmidt, S. W. (2007). The relationship between satisfaction with workplace training and overall

job satisfaction. Human Resource Development Quarterly, 18(4), 481-498. Retrieved

from EBSCO database host.

Smith, W. (2005). Employers and the new generation of employees. Community College

Journal, 76(3), 8-13. Retrieved from EBSCO database host.

Tucker, P. (2006). Teaching the millennial generation. Futurist, 40(3), 7. Retrieved from

EBSCOhost.

Vogel, C. M. (2010). The trans-generational workplace: Balancing wisdom and knowledge.

Design Management Review, 21(3), 40-43. doi:10.1111/j.1948-7169.2010.00077.x

Werth, E. P., & Werth, L. (2011). Effective training for millennial students. Adult Learning,

22(3), 12-19. Retrieved from EBSCO database host

Wiethoff, C. (2004). Motivation to learn and diversity training: Application of the theory of

planned behavior. Human Resource Development Quarterly, 15(3), 263-278. Retrieved

from EBSCO database host.

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Williams van Rooij, S. (2012). Training older workers: Lessons learned, unlearned, and

relearned from the field of instructional design. Human Resource Management, 51(2),

281-298. doi:10.1002/hrm.21466

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Appendix A

Written Work Instructions

Machine # XXXX

# Operation Sequence

1. Scan the goods receipt voucher at the beginning of every new packing unity for components

2. Take Cover Plate from the packaging

3. Place Cover Plate in Ball Press #1

4. Pull the Ball 1 into the bore of the Housing Lower

5. Press Ball, pushing to below and moving back into the starting point levers until the stop

6. Take Cover Plate off Ball Press #, turn it 180 degrees and pull it in Ball Press #2

7. Put the Ball 2 into the bore of the Housing Lower

8. Press Ball, pushing to below and moving back into the starting point levers until stop

9. Take Cover Plate off Ball Press #, turn it 180 degrees and pull it in Ball Press #2

10. Insert Pin 1 and 2 in Pin Press #1 and #2

11. Press pins, pushing to below and moving back into the starting point levers until the stop

12. Flip plate in assembly position, Attention look for closed fixture in case open, close it

13. Move assembly fixture into work position

14. Take “Gear Shaft” off the pallet in the Housing

15. Take Clover Plate off the Pin Press and put it in the assembly fixture

16. Close the fixture from the assembly fixture

17. Assembly Clover Plate

18. Open the fixture from the assembly fixture

19. Move assembly fixture in park position

20. Take Oil Pump from the packaging

21. Assembly Oil Pump

22. Insert #5 bolt and turn 1-2 threads to start

23. Move assembly fixture in park position

24. Flip pallet in start position

25. Visual inspection work piece and pallet complete and correct position of the work piece of the pallet

26. Push start button

See display of the assembly equipment

Note: All components parts and assembly parts are to be covered when leaving for breaks, lunch,

and at the end of shift. Teardown skids with parts are to be covered with plastic the day.

Note: This is only an example of written work instructions used only for the purpose of this research paper.

Not to view or be used for any other purpose.

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32 TRAINING THE MULTIGENERATIONAL WORKFORCE

Appendix B

Weekly Observational Workstation Check List

Workstation Operations M T W H F M T W H F

Month: Dates:

Review Written Work Instructions (WWI)

a. Read & understood written work instruction

b. Review WWI terminology

c. Ask approximate questions about WWI

Review Components used at Workstation

a. Physically inspection of component

b. Placement of components on assembled part

c. Place scrap components in correct bin

Review Assembly Line Operations

a. Understand control panel (on/off) switch

b. Read/understand computer monitor drop menu

c. Review/explain all drop menu options

d. Understand material/components placement

Safety Review

a. Review all safety protocol

b. Demonstrates all safety procedures

c. Wear proper safety apparel

Time Management

a. Observed all scheduled break times

b. Rotates on time to next work station

c. Leaves work station ready for next employee

Clean-Up

a. Keeps area clean while at work station

b. Place rubbish in designated containers

c. Empty trash containers & replace bag liner

d. Remove all scrap components & put in designated area with

tag

e. Remove all personal property from work station upon rotation

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33 TRAINING THE MULTIGENERATIONAL WORKFORCE

Appendix C

March 13, 2014

Dear Employee,

You are invited to participate in a study to determine if the present training methods (written

work instructions and job demonstration) used at each work station is enough or if additional training is necessary to complete the work assignment at each work station. The collected information is for a graduate course in educational research through The University of Findlay. I

hope to learn without prejudices if the present training method is effective or if having additional training would benefit new employees.

You were selected as a participant because of your new employee status and you recently received training using the method mentioned. If you decide to participate, please complete the

enclosed survey. Your return of this survey is implied consent. The survey is designed to collect objective information of the training method currently being used and demographic information.

The time to take the survey is ten minutes. There will be no benefits accrued for participating, but your responses to the survey will be used to collect information to determine if present training methods are effective or additional training would benefit the new employee.

Every participant will remain anonymous and all answers to this questionnaire will remain

confidential. If you have any questions, please ask. If you have any additional questions later, contact, Dr. Judith Wahrman, her e-mail address is [email protected]

Thank you for your participation and cooperation.

Sincerely,

John A. Gears

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34 TRAINING THE MULTIGENERATIONAL WORKFORCE

Appendix D

Weekly Check off Sheet for Employee being Trained

Observation Days M T W H F M T W H F

Workstation Operations

Month: Date: 3 4 5 6 7 10 11 12 13 14

Review Written Work Instructions (WWI)

a. Read & understood written work instruction

b. Review WWI terminology

c. Ask approximate questions about WWI

Review Components used at Workstation

a. Physical inspection of component

b. Placement of components on assembled part

c. Place scrap components in correct bin

Review Assembly Line Operations

a. Understand control panel (on/off) switch

b. Read/understand computer monitor drop menu

c. Review/explain all drop menu options

d. Understand material/components placement

Safety Review

a. Review all safety protocol

b. Demonstrates all safety procedures

c. Wears proper safety apparel

Time Management

a. Observed all scheduled break times

b. Rotates on time to next work station

c. Leaves work station ready for next employee

Clean-Up

a. Keeps area clean while at work station

b. Places rubbish in designated containers

c. Empty trash containers & replace bag liner

d. Removes all scrap components & puts in designated area with tag

e. Removes all personal property from work station upon rotation

Note: This only an example of how a trainer tracks the new employee the first two weeks at one work station

on the assembly line. The mark is used to indicate where the new employee requires additional training.

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35 TRAINING THE MULTIGENERATIONAL WORKFORCE

Appendix E

Please carefully read and answer the following survey questions with the answer that applies to you the best. Circle the answer below each question.

1. The written work instruction provided at each work station was easy to read and understand.

Always Most of the time

Sometimes Rarely Never

2. The written work instruction at each work station provided every detail of the job duties

required to perform the job task at that work station. Always Most of the

time

Sometimes Rarely Never

3. Demonstration of job duties perform at each work station supported the written work

instruction. Always Most of the

time

Sometimes Rarely Never

4. Demonstration of job duties perform at each work station is essential to performing the job

duties. Always Most of the

time

Sometimes Rarely Never

5. The written work instructions are always updated as the job duties changed at each

work station. Always Most of the

time

Sometimes Rarely Never

6. The written work instructions provided detailed information of the components being

assembled at each work station. Always Most of the

time

Sometimes Rarely Never

7. Quality checks and points of each components being assembled at each work station were

provided inside the written work instructions. Always Most of the

time

Sometimes Rarely Never

8. The written work instruction and demonstration of job duties performed at each work station

by the trainer allowed plenty of time to learn and complete the work at each work station. Always Most of the

time

Sometimes Rarely Never

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Appendix E (continue)

Demographics

Please carefully read and answer the following survey questions with the answer that applies to you the best. Circle the answer below each question.

9. Year born:

(1946-1964) (1965-1980) (1981-2000)

10. Level of Education:

(High School/GED) (Technical School) (2 Year College) (4 year College)

11. What learning style do you prefer? Mark all that apply.

Auditory Class room PowerPoint Video

Hands-on Observation Reading Groups

12. Years of work experience working in a factory/assembly line work environment:

(0-5years) (6-10 years) (11-15 years) (16-20 years) (21- 30 years or more)

13. Gender: Male Female

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Appendix F

Questionnaire Worktable

Questions Always

5

Most of

the time

4

Sometimes

3

Rarely

2

Never

1

1. The written work instruction at each work station was easy to read and understand.

2 4 9

2. The written work instruction at each work station provided every detail of the job duties required to perform the job task at that work station.

2 6 4 3

3. Demonstration of job duties performed at each work station supported the written work instruction.

3 3 5 4

4. Demonstration of job duties perform at each work station is essential to performing the job duties.

4 8 1 2

5. The written work instructions were always updated as the job duties changed at each work station.

3 5 5 1 1

6. The written work instructions provided detailed information of the components being assembled at each work station.

5 5 2 2 1

7. Quality checks and points of the components being assembled at each work station were provided inside the written work instructions.

5 7 3

8. The written work instruction and job demonstration each work station provided efficient training.

3 3 6 3

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Appendix G

Demographic Results

Year born

1946-1964

1965-1980

1981-2000

6

6

3

Gender

Male

Female

8

7

Level of Education

High School/GED

Technical School

College 2 year

College 4 year

8

3

2

2

Work Experience

0-5 years

6 -10 years

11-15 years

16-20 years

21-30 years or more

3

2

1

9

Learning Style

Auditory

Observation

Reading

Classroom

Hands-on

Groups

PowerPoint

Video

11

2

5

13

2

0

3

0