eLExp Assignment 2: Individual Case Study Review … (Optional Component)
The effects of generational gaps in the workplace on e-learning program design
Monday 1st October 2007
INTRODUCTION AND TOPIC OUTLINE
The benefits of e-learning have indeed been proven in the organisational context for quite some time and more and more organisations have taken up e-learning to develop and improve the skills of their employees. However as the workplace is changing, with the issue of generational gaps becoming more prominent, the question arises as to how e-learning is meeting the problems that these gaps have brought.
This case study review will look at how generational gaps have affected e-learning program design in five different organisations. In investigating this topic area some of the findings showed that there are e-learning programs tailored to specific generations of workers whereas in other organisations generational gaps had no affect on e-learning program design. Thus, more specifically, this paper will address why this is the case and will also look at what issues this will raise for educators and practitioners.
Generational differences permeate every facet of society. It affects the relationships we have with the people around us as with every generation there are characteristics, behaviours, values and the like, which affect how we communicate and interact. It is these same differences that have affected the workplace in terms of recruiting, building teams, dealing with change, motivating, managing and maintaining and increasing productivity and so on (Hammill, 2005). There are four distinct groups in the workplace that have been identified:
1. Veterans (Born between 1922 – 1945)
2. Baby Boomers (Born between 1946 – 1964)
3. Generation X (Born between 1965 – 1980)
4. Generation Y (Born between 1981 – 1999)
What this means for e-learning program design is that organisations must be considering and understanding the differences in these groups to ensure that these programs are delivered successfully. Also with the mass exodus of baby boomers into retirement is beginning (Sladek, 2007) these programs need to begin transferring the knowledge and skills of these workers to the next generations as well as ensuring that quality workers are retained.
OVERVIEW OF CASE STUDIES
Spherion is a staffing and workforce solutions company in North America, recognises that generation X and Y are much more unwilling to remain within the same company long-term if there are new opportunities outside of the company that lure them away. Thus Spherion is aware that in order to keep these well-trained, highly skilled employees it must offer continuing skill growth and has done so in the form of a tailored and blended e-learning approach that encompasses such tools as:
- Self-study learning guides
- Web-based training
- Web-based discussion forums
- Online workshops
- Mobile wireless courseware
- Face-to-face workshops (Roberts, 2005).
SeniorNet is an international non-profit organisation that provides computer and Internet education for people aged 55 and older, thus catering for some of the baby boomer generation and the veteran generation. They recognise that for people within these generations inexperience with computers is common and so they provide training in how to use a computer and computer applications to do such things as “write letters, keep their household records, catalogue collections and track investment portfolios” (Pollack, 1990). For some individuals, gaining computer skills has enabled them to stay in the workforce in new jobs as well as engage in other activities as well as connect with a broader network of people.
Rebel Sport is an Australian retailer of sporting equipment, apparel and footwear and employs an e-learning system developed by Enfo Knowledge Solutions that “allows workers to train at any one of its 45 stores or at home on the Internet” (Wilson, 2002). The programs that Rebel Sport have implemented include an employee induction course, 14 product-education modules and a management training course, which has benefited the company in terms of being able to specifically deliver in-depth training to particular people rather than just general information to all staff (ibid). These programs have also “become a gateway to career advancement and transfers between departments” (ibid) as they are very individually based; tailored to the employee’s needs.
NASA, the US National Aeronautics and Space Administration, faces an aging workforce and is recognising the huge effect the baby boomer exodus into retirement will have on its organisation and has thus implemented the Advanced Learning Environment (ALE) to capture “the knowledge of the experienced workforce, as well as preparing and supporting the next generation of aerospace workers” (Cavanagh and Metcalf, 2004). The ALE is an entirely Web-based virtual learning and collaboration community that integrates three learning environments, expert-managed, self-paced and collaborative environments that utilise a wide array of instructional media and learning modalities (ibid). As noted by Cavanagh and Metcalf, “each learner’s ALE experience is unique, although the components of that experience are culled from a single pool”, which generally emphasises the ability of the program to tailor to the needs and interests of individuals. The intention of the ALE is to train and support employees as well as cultivate a learning environment.
Nissan is a Japanese automotive company that has utilised a Learning Management System (LMS) designed by Saba to:
- Centralize all training information online;
- Ensure all employees have access to the same learning opportunities;
- Reduce the costs of training administration; and
- Support a strategic IT alliance with Renault. (Saba, 2007)
The focus of the LMS is very much on the individual as content, histories, course information and registration are available in one portal which is accessible by employees whenever necessary and allows them to keep track of their progress as well as work at their own pace.
DISCUSSION OF CASE STUDIES
The common thread between these case studies was the fact that each e-learning program incorporated an individually based element. With this in mind the issue of generational gaps is addressed in the sense that rather than build a program that meets the needs of an entire group, it meets the needs of the individual which is more beneficial as within each group there are also many other differences to consider such as learning preferences, experience and capabilities. Furthermore, the ability of e-learning programs to tailor to individual needs has been one of the greatest appeals of this mode of training for organisations thus it can be said that generational gaps do not have a great effect on e-learning program design rather these “gap[s] can be bridged by having employees from different generations using the same system” (Chan, 2007).
However, as highlighted in the case study of SeniorNet, there are those within the baby boomer and veteran generations that are incapable of using computers and thus with e-learning program design this is a major issue as then the training will not efficiently be delivered. And so for the educator or practitioner it becomes the task to put in place training beforehand to build these computer skills so as to successfully implement the e-learning program. In doing this educators/practitioners are following what de Vries (2005) sets out as an e-learning strategy. Implementing e-learning programs in organisations needs to be thoroughly thought out with consideration of learner’s needs and readiness and management direction key to making it work.
Furthermore, generational gaps also affect e-learning by way of capturing the knowledge of the employees of the baby boomer generation preparing to leave the workforce. What this means is that the content of e-learning programs are greatly affected as in some cases employees may not want to share their knowledge or are hesitant to share thus e-learning programs can be lacking in content. However this is a matter that deals with organisational culture and so it is up to the organisation to encourage a learning environment, which as shown by NASA can be achieved in harmony with e-learning programs.
Another issue that arises with generational gaps is retaining quality employees from the younger X and Y generations who have the tendency to leave companies when new opportunities are available. But as shown in the case study of Spherion, e-learning programs are capable of ensuring this as they develop the individual on a personal basis constantly reassuring the employee that their place in the organisation is valued, whether it be allowing them to express ideas on forums or developing skills to advance their position in the organisation. However realistically this is not a definite solution as employees will always leave on their on terms.
CONCLUSION
As exemplified in the case studies and in discussion, generational gaps do not have a huge effect on e-learning program design. This is not to say that the effects generational gaps have on the workplace are not felt in this area as the differences between these generations and what is going on with these generations has a ripple effect on all areas of the organisation. The issues that come with generational gaps are not avoidable and so it is up to the organisation to be aware and understand the differences.
REFERENCES
Cavanagh. T and Metcalf. D, 2004, Advanced Learning Environment for the Aerospace Industry, Viewed 27 September 2007 <http://www.learningcircuits.org/2004/feb2004/metcalf.htm>
Chan. Y.W, Last modified 07:58, 23 September, 2007, Case Study: Rebel Sport (Australia) and the application of e-learning in retail training, Elexp: Lam Chan Dinh, Viewed 28 September 2007 < http://elexp.wikispaces.com/Lam+Chan+Dinh>
Hammill. G, 2005, “Mixing and Managing Four Generations of Employees”, EduMagazine Online, Winter/Spring 2005, Viewed 28 September 2007 < http://www.fdu.edu/newspubs/magazine/05ws/generations.htm>
Pollack A, (1990), A New Generation Begins Computing, The New York Times, Viewed 27 September 2007
<http://query.nytimes.com/gst/fullpage.html?res=9C0CE3DC1530F932A25757C0A966958260>
Roberts.S, (2005), “Millennial” Learning: On Demand Strategies for Generation X and Beyond, Viewed 27 September 2007. <http://www.ltimagazine.com/ltimagazine/article/articleDetail.jsp?id=262368>
Saba 2007, Case Study: Nissan, Saba, Viewed 27 September 2007, <http://www.saba.com/resources/casestudies/saba_cs_nissan.pdf>
Sladek. S, 2007, “Bridging the Leadership Gap”, Spectrum, (September), Viewed 28 September 2007 <http://www.astd-tcc.org/displaycommon.cfm?an=1&subarticlenbr=91>
Wilson E. 2002, E-learning finally get on its running shoes, Sydney Morning Herald, Viewed 27 September 2007,
<http://www.smh.com.au/articles/2002/09/29/1032734373888.html>
