Adapting training to meet the preferred learning styles of different generations

Abstract

This article considers how training professionals can respond to differences in training preferences between generational groups. It adopts two methods. First, it surveys the existing research and finds generally that preferences for training approaches can differ between groups and specifically that younger employees are perceived to leverage technology more at work. Second, it uses a qualitative grounded theory approach to examine the perspectives of a sample of older and a sample of younger workers in the United States. It finds that both samples perceive a greater comfort level of younger employees in leveraging technology‐enabled training and that the older sample were more comfortable with on‐the‐job and mentorship development efforts than more formal approaches. The implication for practice is that training needs to be more innovative so that, for any particular training intervention, potential trainees have a degree of freedom of choice of learning style. Possible approaches are discussed.

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