Age Differences

The so-called generation gap seems to be widening more and more throughout the world, particularly in corporate America. At one end of the workplace continuum are the young professionals in their early twenties; at the other end are the older employees, for whom the idea of an early, comfortable retirement is no longer viable. The result is a much greater age span in the workplace than ever before.

Meeting the Training Needs of Older Participants

As noted in Chapter 2, the ability to learn does not diminish with age. There are those, however, who believe that anyone over forty cannot learn new skills. Forty, the somewhat arbitrary number that separates “younger” workers from “older” workers, seems to stem from the Age Discrimination in Employment Act of 1967, designed to protect workers over forty from unfair employment policies and practices. Trainers make statements such as, “Older workers don't catch on as quickly” or “Older people can't adapt to change.” These beliefs are bound to be reflected in the trainer's behavior toward older participants. According to Harvey Sterns, director of the Institute for Lifespan Development and Gerontology (Sterns & Doverspike, 1988), many people over forty may indeed take longer to learn new skills, primarily because they have to first unlearn the way they are currently doing things. Younger employees who have grown up with computers and video games will, of course, find it easier to learn new computer systems and software programs than will their older colleagues who learned to use typewriters and carbon paper.

One of the biggest barriers to older workers learning new skills is their lack of confidence or fear of failure, created, in part, by society's myths and stereotypes about aging. So the trainer's first challenge is to build older participants' confidence by encouraging them. Hands-on learning is even more critical for those over 40, as well as using materials and methods that are directly job-focused and relevant to the participants' work situations. Because older adults experience a decline in vision or hearing, the trainer must pay attention to the room arrangement, lighting, and the use of larger print on visual aids and even in participant workbooks.

Those forty and older are interested in receiving training that is relevant, immediately applicable, and in an easy-to-absorb format. Participants over forty are in a hurry to learn. They realize that they must keep up and, in some cases, catch up in order to survive in today's fast-paced, high-pressured, and rapidly changing work environment.

Connecting with Younger Participants

Younger workers, the so-called Generation X born during the years 1965 to 1978, present a different challenge. Many erroneous assumptions are made about them as well. Trainers as well as managers may think that these younger workers have a short attention span, are disrespectful, apathetic, lazy, and think they know it all. The truth is that they are enthusiastic, confident, and achievement-oriented. They can process large amounts of data at a time; however, they want information presented to them in abbreviated forms such as sound bites and checklists. These characteristics create different challenges as well as opportunities for trainers.

During the training event, these participants need many opportunities to apply their knowledge and solve problems through group discussion, simulations, case studies, and so forth. They like to be challenged but also to receive immediate and meaningful feedback. They are bored easily and, therefore, programs must be designed that offer a variety of learning experiences. The entertainment factor cannot be overlooked. Remember: this is the MTV generation. They expect high-quality materials, including participant workbooks, videos, and other visual aids. They also expect more technology-based learning opportunities and experiences.

Because they like to challenge as well as be challenged, they will question and demand proof of what is being said. They will not accept your word at face value just because you are the trainer. Be prepared with facts and figures to support your statements and explain why they are learning a particular skill or piece of information, focusing particularly on outcomes and results. They do not like to be told what to do, so provide opportunities for them to discover things on their own through structured experiences and self-assessment instruments.

An even younger group of workers entering the workplace learning environment is referred to as “Millenials,” “Gen Yers,” “Nexters,” or “Echo Boomers” (born after 1978). Even more than their slightly older counterparts, Gen Yers need technology and multimedia. They want information presented in sound bites, and they expect rewards such as prizes for their participation. More than any other group, the Gen Yers crave interaction of any and all sorts. They also have a greater need to be entertained and to have fun. According to Susan El-Shamy, author of How to Deliver Training for the New and Emerging Generation (El-Shamy, 2004), to meet the needs of this younger audience, trainers need to increase the speed and interaction of the training, make the training more relevant to the learners, give learners more options and choices, use more technology, and make learning fun.

Because many grew up as latch-key kids, today's younger participants have learned to be self-reliant and independent problem solvers. To function in the current work environment, they need to be involved in learning experiences that will help them develop the interpersonal and team skills they lack.

It is even more critical that these younger employees participate in planning the training program and that self-study and projects outside the structured class environment be included.

Today's audiences, regardless of age, are conditioned by television, and consequently, they expect to take frequent “commercial breaks” of sorts. The training design must reflect the participants' need to stand up and move around or at least experience a change in venue or delivery methods. To better understand how to meet the training needs of participants in all age groups, refer to Table 4.1.

Gender Differences

Gender issues continue to exist in corporations and find their way into the corporate training. As a role model, you must demonstrate appropriate behavior at all times. Make sure task assignments are evenly distributed to both genders, preventing participants from falling into traditional roles such as a woman recording and a man leading the discussion. The trainer must also avoid sexist remarks or using examples and activities that appeal more to one gender.

Help bridge the gender gap by providing opportunities to heighten awareness of the different perspectives each gender brings to the same situation. Promote this exchange of perspectives through small-group activities, making sure all groups include both men and women. During general discussions, solicit ideas and reactions from both men and women.

Cultural Differences

Today's corporate training room is a patchwork quilt of many cultures that can enrich the learning experience. Learn how to draw on the experience and background of these participants to add value to training, regardless of the topic. You have a responsibility to understand and meet the learning needs of those whose experiences and frames of reference may be quite different from yours. Create opportunities for participants from different backgrounds to learn about each other by working together in structured experiences.

We address training across cultures in more depth in Chapter 13. To make sure you have an inclusive learning environment, keep the following points in mind:

1. When selecting both methods and materials, you must make sure you choose videos, case studies, and other activities that are inclusive and reflect your diverse audience. Eliminate gender-specific language such as chairman, mailman, fireman, or salesman. Instead, use chairperson, postal carrier, firefighter, or salesperson. Role plays and case studies should reflect various cultures in the choices of names and situations. If you are writing your own, be careful not to create profiles or situations that illustrate and thus perpetuate stereotypes. For example, in a role play or case study illustrating an interaction between a manager and an employee, make sure that the manager is not always identified as a white male and the employee as a female or a minority person.
2. For case studies, select names that clearly reflect the diversity in your organization such as Kwan Lee, Jose, Rosa, Amid, Tamera, Antonio, Amalia. For role-play assignments, use gender-neutral names like Robin, Pat, Chris, or Kim, or indicate that the role can be either gender by expressing both: Robert or Roberta, Sam or Samantha, Michael or Michele.
3. If you buy a packaged program or use published materials authored by someone else, make sure they meet these same criteria or alter them as needed. Use similar care in choosing videos that reflect diversity. The same holds true for graphics you might add to your participant workbooks or those included in materials purchased from a training vendor.

Participants with Disabilities

Today's training audiences represent a variety of special needs and considerations. Some participants may have one or more disabilities. As with other differences, be sensitive to their situation, accommodate their special needs, but at the same time, be sensitive to their need to be treated just like everyone else.