320 likes | 531 Views
What Generational Diversity Means to e-Learning. How Aetna, Inc. Leverages the Overlap between the Generational Diversity of its Workforce and the Training Needs of its Learners. Sean Stearley / Aetna, Inc.
E N D
What Generational Diversity Meansto e-Learning How Aetna, Inc. Leverages the Overlap between the Generational Diversity of its Workforce and the Training Needs of its Learners
Sean Stearley / Aetna, Inc. • Instructional Technologist with the Aetna Service Operations Learning and Performance Organization • ASO L&P is a “shared services” organization serving 13 businesses and 200 separate job functions.
Sean Stearley / Aetna, Inc. • National and Regional Customer Operations • Provider Service Centers • Patient Management and Disease Management Among our Business Clients:
Sean Stearley / Aetna, Inc. • Not a generational diversity expert or an adult learning theory or instructional design expert. • I had a problem that needed solving:how to create better e-learning programs so that learning and retention were improved for every learner.
An Interesting Statistic • Ages 63-78: 63 million / 10% • Ages 44-62: 80 million / 46% • Ages 32-43: 46 million / 29% • Ages 13-31: 78 million / 15% Generations in the U.S. Workforce: What does this data imply?
What We Wanted To Do. • Improve our e-learning by targeting our approach to specific learning audiences. • Some e-learning is taken by businesses spanning multiple generations. • But who? Where? How many? And what do they need? Who? Where? How many? What do they need?
Where We Started. • Focused on Five Generations: • “The Silent Generation” (born 1930-1945) • “The Early Baby Boomers” (born 1946-1954) • “The Late Baby Boomers” (born 1955-1964) • “Generation X” (born 1965-1976) • “Generation Y” (born 1977-1995)
The Silent Generation (Born 1930-1945) • As Workers: • Conservative and fiscally prudent with a strong work ethic. • Loyal to employers and trusting of the “chain of command.” • As Learners: • Appreciate recognition and acknowledgement of their experience. • Require hands-on instruction when learning new technology. • Perform well in focus groups and collaborative learning.
The Early Baby Boomers (Born 1946-1954) • As Workers: • Have a strong desire to advance their careers even as they prepare for retirement. • Want to contribute, and feel that interesting, impactful work is more important than an impressive job title. • As Learners: • Prefer straightforward, linear structure in training, where subjects build on each other. • Prefer instructor-led training to technology-based training or distance learning. • Are willing to engage in and complete learning activities.
The Late Baby Boomers (Born 1955-1964) • As Workers: • Tend to relate better to Generations X and Y than previous generations. • Are socially conscious, and want their workplace to reflect that. • As Learners: • Overall, Baby Boomers are the most highly-educated of all five generations. • Are comfortable in a distance learning environment with an instructor, but less comfortable with pure e-learning.
Generation X (Born 1965-1976) • As Workers: • Witnessed the beginning of the technology boom, and were the first to embrace the personal computer. • Are cynical of politics and corporate America. • Pride themselves on being independent and self-sufficient. • As Learners: • Embrace technology-based training, but would prefer an instructor to be involved at some point. • Rely on but are skeptical of e-learning technologies that leverage social media. • Appreciate learning techniques that mimic “screen media” (television and movies).
Generation Y/“Millennials” (Born 1977-1995) • As Workers: • More than twice the size of Generation X, so will move into management positions more quickly. • Socially and environmentally conscious. • Seek strong career mentors. • Are accustomed to instant gratification. • As Learners: • Prefer “just-in-time” and discovery learning. • Are as fluent in desktop technology and Generation X and more fluent in mobile technology than any previous generation. • Leverage social media for collaboration and teamwork.
What We Wanted To Know. • What is the true generational makeup across the organization, and what learning styles do they prefer? • What is the true generational makeup within individual businesses, and what learning styles do they prefer?
What We Decided To Do. • Developed a Learning Style Preferences survey: A fun, non-threatening approach
What We Decided To Do. • Content Presentation: • Text Only • Text and Audio • Text, Audio, and Animation • Navigation: • Linear • Linear with Optional Content • Non-linear • Activities/Interactions/Assessments: • Simple, Fact-based Q&A • Situational Scenario-based Q&A • Practical Simulations
What We Decided To Do. • Visual Elements: • Animated presentation enable learning • Animated presentation distract from learning • Theme: • Unifying themes contextualize learning • Unifying themes distract from learning • Identify Generational Group • Identify Aetna Business Group
What We Decided To Do. • Survey results were collected in a Web-enabled QuickBase database. • Survey results were exported to Microsoft Excel and reformatted as a pivot chart.
What We Learned. • Establishing a Baseline: • I learn best through a combination of text, graphics, presentational animation, and narrative audio • I prefer to demonstrate my knowledge through simple questions and answers/"Knowledge Checks“ • I like a course to have a specific beginning and end • Animated presentations of information hold my interest, direct my attention, and help my learning • A visual story line/theme helps me make sense of the content and learn better This will satisfy your simple majority …but then what?
What We Learned. • Digging Deeper: • The Silent Generation and both Baby Boomer generations rely increasingly on audio-only presentation. • While they prefer media-driven presentation as a general rule, Generation X is skilled at and often prefers to scan text only presentations. • Generation Y prefers to learn through practical simulations, but only when time allows. Otherwise, they rely on collaborative tools.
What We Learned. • Digging Deeper: • Generations X and Y may be open to non-linear content presentation. • Learning styles are upwardly compatible by one generation, but not downwardly compatible.
What We Changed. • Animation Control: Learners can rewind, pause/play, or skip through they key frames.
What We Changed. • Closed Captioning Display Size: A full and functional text area for closed captioning for improved scannability.
What We Changed. • Closed Captioning Font Size: • Closed captioning area includes font size changer (ASO L&P) Improving usability and accessibility of the closed captioning area.
What We Changed. • Audio Emphasis: Increased narrator and character audio and improved quality.
What We Changed. • Content Format Expansion: • Switch to just-in-time learning for some content through a performance support tool. E-learning does not manage content, but instead focuses on demonstrating use of performance support tool and providing practice opportunities. • Implementing threaded discussion groups, blogs, and Wikis to create collaborative learning opportunities. Leveraging new technologies to accommodate new learning styles.
Sources. • Karl M. Kapp, Gadgets, Games and Gizmos for Learning: Tools and Techniques for Transferring Know-How from Boomers to Gamers.Julie Coates, Generational Learning Styles. • Linda Gravett and Robin Throckmorton, Bridging the Generation Gap. • Mary Beth Norton, et al., A People and A Nation. • David Coupland, Generation X (fiction). • http://www.thiagi.com • http://www.rainmakerthinking.com/pdf%20files/mix2007.pdf • http://fpd.gsfc.nasa.gov/diversity/GenerationalDiversity.pdf • http://www.globallead.com/WeConnect/Oct05/ageofchange.html • http://www.time.com/time/arts/article/0,8599,1731528,00.html