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
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.
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
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
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
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.
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
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
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
9 TRAINING THE MULTIGENERATIONAL WORKFORCE
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
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
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).
12 TRAINING THE MULTIGENERATIONAL WORKFORCE
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).
13 TRAINING THE MULTIGENERATIONAL WORKFORCE
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
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.
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.
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.
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.
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.
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.
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
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.
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
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
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.
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.
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
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.
28 TRAINING THE MULTIGENERATIONAL WORKFORCE
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31 TRAINING THE MULTIGENERATIONAL WORKFORCE
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.
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
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
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.
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
36 TRAINING THE MULTIGENERATIONAL WORKFORCE
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
37 TRAINING THE MULTIGENERATIONAL WORKFORCE
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
38 TRAINING THE MULTIGENERATIONAL WORKFORCE
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