Intergenerational Learning Differences

Myths in the workplace are no different from those we encounter in other areas.? One frequently repeated category of myths in the workplace is that related to generational learning.? We’ve all heard them from the mouths of speakers, organizational leaders, and co-workers.? Perhaps we’ve even repeated the myths ourselves.? See if some of these are familiar to you.

• “Boomers struggle with learning to use new technology.”
• “Generation X learners prefer more traditional, facilitated learning approaches.”
• “Millennials prefer learning that engages their auditory, visual, and kinesthetic needs.”
• “Generation Z learners are digital natives with short attention spans; therefore, learning should be brief, engaging, and tech-based.”

The concept of generations developed and seeped into popular culture in the 1970s based on early sociological research conducted in the 1950s, which explored the similar social order understanding, attitudes, and behaviors of age-based groups.? This concept led others to extrapolate that age-based differences significantly influenced many other areas of daily life and interaction, including workplace learning.? This oversimplification of multi-generational theory has fed ongoing myths regarding how each generation learns.??

Multiple intergenerational studies have found that there are actually no significant differences in learning across generations. A meta-analysis conducted by Sprinkle & Urick revealed that the issue of intergenerational learning and knowledge management had been studied extensively with inconclusive results regarding key differences in learning approaches more applicable from one generation to the next.? Their research exposed that these myths derive more from intergenerational biases and assumptions than facts.? For example, many believe that “digital natives” from Generation Z are more inclined to learn using technology than other generations.? However, Lai & Hong found that so-called digital natives use technology more in their daily lives but do not actually use it for learning purposes more than other generations.

The bottom line is that our biases tend to influence the learning we make available to our audiences based on generation.? Allowing this to happen puts our workforce at a disadvantage.? Learning solutions should be defined to consider the knowledge or information being presented, the mastery level needs of the audience, the time available to learn, and finally, the audience's preferences without the biased influences of age.? It’s high time we put the myths aside and set about applying the science of learning.

1) Sprinkle, T. A., & Urick, M. J. (2018). Three generational issues in organizational learning: Knowledge management, perspectives on training and "low-stakes" development. The Learning Organization, 25(2), 102-112. doi:https://doi-org.nl.idm.oclc.org/10.1108/TLO-02-2017-0021

2) ?Lai, K.-W., & Hong, K.-S. (2015). Technology use and learning characteristics of students in higher education: Do generational differences exist? British Journal of Educational Technology, 46(4), 725–738. https://doi.org/10.1111/bjet.12161