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How to Train Multi-Generational Classes Online Roger Courville 1080 Group, LLC Sponsored by

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Page 1: How to Train Multi-Generational Classes Online

How to Train Multi-Generational Classes Online

Roger Courville 1080 Group, LLC

Sponsored by

Page 2: How to Train Multi-Generational Classes Online

Image source: CarbonNYC via flickr http://www.flickr.com/photos/carbonnyc/3150765076/

Trainers today face the convergence of

two trends.

Page 3: How to Train Multi-Generational Classes Online

Image source: CarbonNYC via flickr http://www.flickr.com/photos/carbonnyc/3150765076/

The workforce is as age-diverse as ever.

Trainers today face the convergence of

two trends.

Page 4: How to Train Multi-Generational Classes Online

Image source: CarbonNYC via flickr http://www.flickr.com/photos/carbonnyc/3150765076/

The value of virtual classrooms is increasingly understood and accepted.

The workforce is as age-diverse as ever.

Trainers today face the convergence of

two trends.

Page 5: How to Train Multi-Generational Classes Online

Increasingly the question trainers are asking is evolving.

Page 6: How to Train Multi-Generational Classes Online

“Should we use web conferencing as part of our

training strategy?”

Increasingly the question trainers are asking is evolving.

Page 7: How to Train Multi-Generational Classes Online

“How do we improve our effectiveness with virtual classrooms

to serve age-diverse learners?”

“Should we use web conferencing as part of our

training strategy?”

Increasingly the question trainers are asking is evolving.

Page 8: How to Train Multi-Generational Classes Online

The Approach: To help trainers better address age diversity in the virtual classroom, 1080 Group: •  Reviewed existing literature on

generational differences in the workforce.

•  Surveyed 737 learning and development professionals.

Page 9: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts and resources.

In this paper

Page 10: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts and resources.

In this paper

Page 11: How to Train Multi-Generational Classes Online

Researchers disagree on: 1.  Exact dates for defining generations. 2.  Exactly what differentiates

generational categories.

Page 12: How to Train Multi-Generational Classes Online

Researchers disagree on: 1.  Exact dates for defining generations. 2.  Exactly what differentiates

generational categories.

Researchers agree on: 1.  Shared events influence each generation. 2.  Individuals of any generation are diverse. 3.  They tend to share thoughts, values, or

behaviors because of those shared experiences.

Page 13: How to Train Multi-Generational Classes Online

For this paper: Generations are defined in the following categories: Traditional

Before 1946

Baby Boomer 1946-1964

Gen X 1965-1980

Gen Y 1981-1999

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Preferred way to learn soft skills (in order of preference)

Traditional Before 1946

Boomer 1946-1964

Gen X 1965-1980

Gen Y 1981-1999

1 On the job On the job On the job On the job

2 Discussion groups Discussion groups One-on-one job coaching

Peer interaction

3 Peer interaction One-on-one job coaching

Peer interaction Discussion groups

4 Classroom instruction – live

Classroom instruction – live

Assessment and feedback

One-on-one coaching

5 One-on-one job coaching

Peer interaction and feedback

Discussion groups Assessment and feedback

Studies did not include options for live, virtual classroom instruction.

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Preferred way to learn hard skills (in order of preference)

Traditional Before 1946

Boomer 1946-1964

Gen X 1965-1980

Gen Y 1981-1999

1 On the job On the job On the job On the job

2 Discussion groups Discussion groups One-on-one job coaching

Peer interaction

3 Peer interaction One-on-one job coaching

Peer interaction Discussion groups

4 Classroom instruction – live

Classroom instruction – live

Assessment and feedback

One-on-one coaching

5 One-on-one job coaching

Peer interaction and feedback

Discussion groups Assessment and feedback

All generations find live interaction with others is effective for both soft and hard skills.

Page 16: How to Train Multi-Generational Classes Online

Top developmental areas (in order of preference)

Traditional Before 1946

Boomer 1946-1964

Gen X 1965-1980

Gen Y 1981-1999

1 Skills training in my areas of expertise

Skills training in my areas of expertise

On the job Leadership

2 Computer training Leadership Skills training in my areas of expertise

Problem solving, decision making

3 Team building Computer training Team building Skills training in my areas of expertise

A potential challenge for instructional designers: planning virtual classroom instruction appropriate for

both “digital natives” and “non-natives.”

Page 17: How to Train Multi-Generational Classes Online

Motivations and values vary by generation

Traditional Before 1946

Boomer 1946-1964

Gen X 1965-1980

Gen Y 1981-1999

Relevance to organizational goals; knowledge of history and context

Relevance to career goals; training by invitation as a perk

Training relevant to personal goals; skepticism

Training as a fast track to success; realism

Assume they are meeting objectives unless they receive contrary feedback

Prefer well-documented feedback all at once

Prefer regular feedback

Prefer frequent, on-demand feedback

Public recognition Public and peer recognition

Recognition from the instructor

Social and networking opportunities

Your opportunity: be cognizant of differences.

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Research Takeaways •  Awareness of generational

differences is the first step to adjusting instructional design and delivery.

•  Live interaction is valued by all, though preferences for the nature of those interactions varies.

•  No previous studies have looked at generations relative to the virtual classroom; virtual classroom strategies will necessarily be inferential.

Page 19: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts and resources.

In this paper

Page 20: How to Train Multi-Generational Classes Online

“When were you born?”

4%

59% 32%

5%

Before 1946 1946-1964 1965-1980 1981-2000

737 respondents represent the voice of experience.

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2%

7%

10%

18%

62% 0 to 1 year 1 to 3 years 3 to 5 years 5 to 10 years 10+ years

“How many years training experience do you have?”

80% of respondents boast 5+ years experience.

Page 22: How to Train Multi-Generational Classes Online

I work in an internal

corporate training

department I do training but not as part of a training

department

I work for an external training

company

“What is the nature of your training role?”

13%

31% 57%

Page 23: How to Train Multi-Generational Classes Online

“What industry are you in?”

3% 4%

5% 5%

7% 9% 9% 9%

9% 13%

13% 14%

Professional Services

Medical, Pharma, Biotech

Consumer Services

Manufacturing/Transportation

Hospital, Clinic, Doctor Office

Insurance

Government - State & Local

Financial Services

Government - Federal

Education

Software/Technology

Other

Page 24: How to Train Multi-Generational Classes Online

“How would you rate your students in terms of satisfaction and comfort

with virtual classrooms?”

5 = Very satisfied/comfortable 1 = Not satisfied/comfortable

4.3

3.9

3.1

2.4

4.6

4.2

3.4

2.4

0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4.0

4.5

5.0

Gen Y Gen X Boomers Traditional

Satisfied Comfortable

Younger trainers were more likely to rate older students with lower scores.

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“When you are the student, what is your preferred learning modality?”

4 most preferable, 1 = least preferable

1.35 1.35 1.47 1.41 1.42

2.15 2.38 2.36

2.56 2.36

2.70 2.95

2.80 2.74 2.84

3.80

3.32 3.37 3.30 3.38

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Gen Y Gen X Boomer Traditional Overall

Teleconferencing On demand Web conferencing Live, in person

Among distance learning options, web conferencing is preferred by every generation.

Page 26: How to Train Multi-Generational Classes Online

31%

38%

50%

61%

71%

85%

Meet environmentally friendly goals

Enable new courses

Replace in-person courses

Reach new geographies

Include learners who could not attend before

Reduce travel budgets

“How has using virtual classrooms affected your organization?”

(select all that apply)

Page 27: How to Train Multi-Generational Classes Online

“How else have virtual classrooms

affected your organization?”

(actual respondent answers)

Accommodate flexible faculty teaching schedules and/or locations | Shorten the

education process | Encourage participation from shy learners and workers | Less

disruption to schedules and production | Keep up with large number of changes |

Don’t have to spend the time to travel to class | Accommodate client or student preferences | Be more consistent in our message | Meet

legal requirements in a timely manner | Expand our market

Page 28: How to Train Multi-Generational Classes Online

Survey Takeaways •  Learners prefer live, interactive

classes (online or off) if the experience is also visual (versus telephone/audio only).

•  Virtual classroom “satisfaction” scores that are lower than “comfort” scores suggest room for improvement in instructional design and delivery.

•  Instructors should plan to address generational tendencies in virtual classrooms similarly to in-person classes.

Page 29: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts.

In this paper

Page 30: How to Train Multi-Generational Classes Online

Start with, but don’t end with, healthy generalizations.

1

Page 31: How to Train Multi-Generational Classes Online

The more people you train, the harder it is to understand the unique needs of every individual.

The trainer’s challenge:

Ideally you know every learner and their needs.

If you don’t, you’ll have to start with reasonable assumptions.

Page 32: How to Train Multi-Generational Classes Online

Stereotypes: fixed, over-simplified images or ideas of persons or things.

The trainer’s risk:

Generations may have shared characteristics or values, but every individual is different.

Page 33: How to Train Multi-Generational Classes Online

Use age as one of several classifications to guide the first stages of instructional design.

The trainer’s opportunity:

Remember, this helps if you have nothing else to go on. Better: take other characteristics into consideration such as job role or skill level.

Page 34: How to Train Multi-Generational Classes Online

Take action •  Remember: generations are a starting point,

not an ending point. Even in a common age bracket there is likely to be diversity in virtual classroom comfort.

•  Don’t assume age and technical acumen are correlated.

•  Use healthy generalizations to give you a place to start planning.

•  Plan to “design in” opportunities to understand the individuals in a specific class or cohort.

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Use registration questions, even for an internal audience.

2Which best describes your experience with…

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Most training sessions simply tell learners where to show up…

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…but virtual classrooms make it easy to refine your healthy generalizations of learners to make your

program more relevant to them.

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Take action •  Write questions that will give you insight into

preferences, attitudes, fears, knowledge and/or knowledge gaps.

•  Review the questions in light of known generational preferences, adjusting them to avoid bias.

•  Evaluate registration reports before the class begins.

•  Use a free-form text field or email private, pre-class feedback and inquiry outside of registration.

Page 39: How to Train Multi-Generational Classes Online

Enable multiple “prep for success” opportunities. 3

Page 40: How to Train Multi-Generational Classes Online

Digital natives Digital non-natives Communicating online is second nature

Communicating online may feel unnatural

Think in online terms and analogies Think in offline terms and analogies

More likely to understand context for synthesizing new experiences

May not have other digital experience to relate to

More than one way to “get there”

One set of (linear) instructions

Can easily “undo”

Fear of doing it wrong

Learners will vary in their comfort with virtual classrooms.

Page 41: How to Train Multi-Generational Classes Online

Many learners, especially in Traditional & Boomer

generations, are willing to take responsibility for their

own success.

Page 42: How to Train Multi-Generational Classes Online

Consider both on-demand and live alternatives.

Have a

minute to get set up?

   

Pre-recorded video Instant web conferencing meeting

Real time, flexible Self-paced, scalable

Page 43: How to Train Multi-Generational Classes Online

Take action •  Remember: resistance may have more to do

with not wanting to feel “out of touch” than willingness (given appropriate guidance).

•  Provide a clear “start here,” preferably in advance (e.g., document or participant guide).

•  Be clear on expectations and responsibilities, but consider making preparatory work optional.

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Consider turning the course upside down.

4

Page 45: How to Train Multi-Generational Classes Online

Gen Y 1981-1999

Gen X 1965-1980

Boomer 1946-1964

Traditional Before 1946

All generations appreciate interaction.

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Class duration = content + interaction  

Interaction can only occur when there is time.

Page 47: How to Train Multi-Generational Classes Online

Class duration = content + interaction  

Move some content/lecture to other media

Discuss, reflect, apply

Interaction can only occur when there is time.

Page 48: How to Train Multi-Generational Classes Online

Complement the virtual classroom experience with

relevant support.

5

Page 49: How to Train Multi-Generational Classes Online

Traditional Before 1946

Most tolerant of lecture; prefer structure for assignments

Baby Boomer 1946-1964

Appreciate involvement; willing to “roll up their sleeves” and figure it out

Gen X 1965-1980

Tolerant of informality; prefer flexibility in how to achieve outcomes

Gen Y 1981-1999

Accustomed to finding and socializing content, desire clear outcomes

Generations tend to exhibit different preferences for how they learn…

Page 50: How to Train Multi-Generational Classes Online

…and their preferences should also guide your design and media choices for learning support.

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Take action •  Remember: Traditionals are most tolerant of

lecture, but tolerance decreases as age decreases.

•  Design for discussion, guided reflection, application, peer to peer. –  Re-distribute some content to other media. –  Adapt live sessions to be more interactive.

•  Integrate other media with live, virtual classrooms, even if the virtual classroom is your primary modality.

•  Explicitly request that learners schedule time for pre-work or inter-session learning.

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Create an interactive environment early.

6

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Learners’ experience with common webinars might be this…

Page 54: How to Train Multi-Generational Classes Online

…so their expectation for a virtual classroom might be this.

Page 55: How to Train Multi-Generational Classes Online

Take action •  Show, don’t tell. For example, instead of

telling students to raise their virtual hand if they have question, ask them a question that requires them to use the “raise your hand” feature in the online training tool.

•  Verbally guide their responses. For example, “Share that answer in the chat panel that you find in the lower right…”

•  Accommodate different communication preferences by varying the tools you use (e.g., poll, chat, group exercise or discussion, etc.).

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Use breaks and self-directed time strategically. 7

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Use a timer to set clear expectations.

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Take action •  Ask for focus in exchange for ample break

time to handle interruptions or emergencies. •  Invite one-on-one communication during

breaks (perhaps privately) to individuals. •  Remember:

–  Gen Y typically appreciate shorter, focused learning sessions and/or segments.

–  Traditionals typically appreciate formality, including starting/ending on time.

Page 59: How to Train Multi-Generational Classes Online

Summary of Strategies 1.  Start with, but don’t end with, healthy

generalizations. 2.  Use custom registration, even for an internal

audience. 3.  Enable multiple “prep for success” opportunities. 4.  Consider turning the course upside down. 5.  Complement the virtual classroom experience

with relevant support. 6.  Create an interactive environment early. 7.  Use breaks and self-directed time strategically.

Page 60: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts and resources.

In this paper

Page 61: How to Train Multi-Generational Classes Online

Conclusion •  All generations prefer in-person classrooms. •  Of all distance learning options, live training that

is both aural and visual (using web conferencing) is preferred by all generations.

•  The benefits of using virtual classrooms are well understood and accepted.

•  Every generation has “digital natives” and “non-natives.”

Page 62: How to Train Multi-Generational Classes Online

Recommendations •  Trainers will benefit by understanding differences

in generational values and motivations when: –  Communicating the “why” of using virtual classrooms. –  Creating content and instructions to familiarize learners

with virtual classroom technology. –  Writing questions to pre-assess knowledge and skills. –  Designing virtual classroom activities, exercises, and

interactions. –  Planning feedback.

Page 63: How to Train Multi-Generational Classes Online

A. What research suggests about generational learning & development differences. B. Highlights of the 737-person survey.

C. 7 strategies for addressing age diversity in the virtual classroom. D. Conclusion.

E. Appendix: Reference charts and resources.

In this paper

Page 64: How to Train Multi-Generational Classes Online

Traditional Before 1946 Values and learning tendencies Virtual classroom strategies

Relevance to organizational goals; knowledge of history and context

Bring them into the value creation process. They’re more likely to be “on board” if they understand how they’re supporting the organization by saving time or money, being inclusive of other learners, or other benefits.

Structured environment with clear expectations Set forth a clear agenda. Be sure that even free-form discussion has a clear purpose.

More likely to relate to “mechanical” technical than “digital” technical

Consider explicit instructions, perhaps in a separate participant guide. Reinforce activity instructions visually (e.g., screenshot on the PowerPoint slide)

Conformity, formality Address them respectfully, but facilitate as the “authority.” Avoid situations where they could appear foolish.

Public recognition Deliver appropriate, non-patronizing praise for accomplishment

Assume they are meeting objectives unless receiving contrary feedback

Consider feedback optional, perhaps inviting them to approach you instead of requiring it.

Page 65: How to Train Multi-Generational Classes Online

Baby Boomer 1946-1964

Values and learning tendencies Virtual classroom strategies

Relevance to career goals, training by invitation as a perk

Clarify connections between being successful in the virtual classroom with professional growth and value to the/an organization

Involvement Ask for input before, during, and after sessions. Invite them to suggest ways to apply the content they’re learning (with you and each other).

Optimism, hard work Provide a “map to success” that helps them understand the steps to make the most of learning in a new environment. Deal with challenges (technical or otherwise) as as something to be conquered.

“Safe” rather than honest answers, public and peer recognition

Be explicit with ground rules for confidentiality, disagreement, and discussion. Include of private chat and/or anonymous forms of feedback. Include enough discussion time to allow for peer feedback and encouragement.

Prefer well-documented feedback all at once Use comprehensive virtual classroom reports as foundation for a focused discussion.

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Gen X 1965-1980

Values and learning tendencies Virtual classroom strategies

Training relevant to personal goals, skepticism Connect the value between being successful in the virtual classroom with personal growth.

Fun, informality Adapt an icebreaker or game to lighten the mood or create rapport with you and others.

Mentoring opportunities Design cohorts or group activities to include peer-to-peer assistance.

Recognition from instructor Use the attendee list or other name-indicators to call on students personally

Experiential learning, on-the-job training Design real-time or hands-on activities (e.g., role plays) that provide immediate application of knowledge and skills

Allowing them to multitask Clarify learning outcomes, but enable enough self-sufficiency to demonstrate trust in them to succeed

Prefer regular feedback Design feedback into the agenda/timeline. Provide clarity about when/where that will occur (e.g,. during class, after class).

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Gen Y 1981-1999

Values and learning tendencies Virtual classroom strategies

Training as a fast track to success, realism Demonstrate value of live, group learning. Avoid lecture of content they could otherwise access on-demand (i.e., on the web).

Social and networking opportunities Use public/open chat, perhaps also using Twitter, for live classes. Create a Facebook group for that class.

Structured environment with clear expectations Don’t confuse multitasking or social behavior with needing to provide boundaries and a clear finish line

Structured assignments with tight deadlines Design shorter, more frequent activities that require bursts of focus

Accustomed to on-demand, social and mobile self-learning

Design the live, virtual classroom to capitalize on the uniquely live, social elements of your learning program. Pre-record lecture and provide it to them outside the live class.

Prefer frequent, on-demand feedback Provide input as you go, perhaps using a blend of tools to ensure appropriateness (e.g., public comment versus private chat)

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Cambiano, Renee L., Jack B. De Vore, and Rhonda L. Harvey. “Learning Style Preferences of the Cohorts: Generation X, Baby Boomers, and the Silent Generation.” PAACE Journal of Lifelong Learning. (2001). 31-9. http://www.iup.edu/WorkArea/linkit.aspx?LinkIdentifier=id&ItemID=18383. Defense Centers of Excellence. “Generational Learning Styles.” http://www.dcoe.health.mil/ Hansman, Catherine, Kathryn McAttee. “The Multiple Generations in Adult and Higher Education Classrooms: What We Assume, What We Know, What We Can Learn, and What May Be Missing.” 2009. http://www.adulterc.org/Proceedings/2009/roundtables/hansman_mcatee.pdf Mackenzie, S. “How Interactive and Collaborative Technology can Enhance Adult Distance Learning -- A Critique of Approaches.” MA thesis, De Montfort University, 2008. http://www.zietraining.com/dissertation/AAA_DissertationFINAL%20%28031008%29.pdf. Populoh, Boris. “Generations X, Y, and Z: What Makes Them Tick?” The Journal of the Household Goods Forwarders Association of America, Inc. (March/April 2008). 6-8. www.iamovers.org/new%20images/.../2008_03_04.pdf. World Economic Forum. Global Population Ageing: Peril or Promise? 2012. http://www3.weforum.org/docs/WEF_GAC_GlobalPopulationAgeing_Report_2012.pdf

Resources

Page 69: How to Train Multi-Generational Classes Online

About 1080 Group, LLC

1080 Group, LLC is a training and research firm that helps organizations design and deliver interactive webinar, webcast, and virtual classroom programs. The collective team experience includes hundreds of clients, thousands of web seminars, and more than a million web seminar attendees. Contact 1080 Group at [email protected], +1.503.476.1080, or www.twitter.com/1080Group. Roger Courville’s blog, curriculum vitae, et al can be found at www.thevirtualpresenter.com. Subscribe to 1080 Group’s newsletter and get a free bullets-to-visuals tutorial here: http://bit.ly/cyKZUJ.

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