In today’s cultural climate, generalizing learners based on gender or ethnicity can be highly controversial. Yet making statements about groups of individuals born within certain years is viewed as necessary for meeting the needs of learners.
Research conducted by Achieve Global on workplace values indicates that today’s popular views of generational differences tend to be the result of stereotyping, biased research and widespread prejudice toward older and younger employees. These results are just as controversial as Pashler’s 2008 meta-analysis of popular learning styles research that “found no evidence showing that people do in fact learn better when an instructor tailors their teaching style to mesh with a student’s preferred learning style.”
Though there may be fewer actual differences between generations, Achieve Global’s research also found that there are distinct biases that age groups tend to have regarding one another. The important first step for learning leaders is to recognize their own biases toward different generations, and challenge those stereotypes.
From there, it is important to recognize that there are natural differences between individual learners— such as their preferences, capabilities, experiences, backgrounds, use of technology and how extroverted or introverted they are. In recognition of these natural differences, global organizations must ensure that the needs of all learners, regardless of age, are addressed. Using pop culture references, assuming experience with certain technologies or personal experiences for instance can have a negative effect on the learning experience and outcomes.
An important key to effective learning is knowing your audience. Borrowing principles from “Disciplined Agile Delivery” by Scott Ambler, selecting a few target audience members to participate throughout learning development provides invaluable insight and measurable data that enables learning organizations to adapt early for better results.
Another key is to effectively use technology. Social networking can be a valuable learning tool, but there are individual differences that can impact effectiveness. According to a report by Pew Research Center, 89 percent of 18-29 year-olds use social media, while 82 percent of those 30-49 and 65 percent of those 50-64 do. Each year the gap is shrinking. And not everyone has the same level of familiarity with the same social networking sites. Learning leaders should be aware of this as they may need to provide more guidance when learners have significantly different backgrounds related to social networks.
As with social networking, adults over 50 are closing gaps in mobile and smartphone usage. Web and mobile measurement firm comScore Inc. recently reported that 52 percent of the total time that consumers spend online occurs on smartphones and tablets. Still, not everyone uses the same applications or uses their devices in the same way. Considering universal delivery, making sure technology is responsive to different devices and different preferences is essential.
Providing adaptable approaches to learning also enables organizations to meet the needs of diverse learners. Some learners prefer to watch a short video or listen to a podcast while driving, while others enjoy group discussions or hands-on trial-and-error. The subject matter and learning level objective often dictate which approach will be more successful. However, the same content, developed and used wisely, can serve as a step-by-step software demonstration, software simulator, white paper, user’s guide or marketing collateral.
In establishing content for reuse, content should be developed separately from the presentation, knowing that multiple formats are likely to be used, here are some tips for developing such content:
- Create content in small chunks to make each piece more amenable for display on mobile device screens.
- Avoid references to formats, such as “on the next screen,” which may imply web-based training; “the following slides,” which imply a presentation; or “on the next page,” which indicates a document.
- Avoid references to locations of related content, such as “in the example above.”
- Choose a style – first person or third person, informal or formal – and stick with it.
- Separate text from graphics when possible to enable translation and reduce readability issues when graphics shrink to fit a mobile screen.
- Minimize the number of animations or make sure that the graphics can be repurposed as images for print, for example.
- Provide the text script for any video or audio recordings, so that the text can be easily translated and used within non-video formats.
- Make sure your content is accessible, so that it can be used by persons with permanent or contextual disabilities.
To meet the needs of four generations, learning organizations must consider their own biases and then seek to best meet the needs of their diverse learners within those four generations – considering learners’ capabilities, preferences, experiences, frame of reference and familiarity with technology.
Elizabeth Woodward is a senior manager of learning programs with CGS.
