Training for the Next Generation of Workforce

How can safety critical organisations best adapt to the training and educational needs of next generation of the workforce, and what is different and what is the same? SCT’s Mario Pierobon reports.

Establishing exactly when a generation starts and where it ends is not an easy exercise, however, it is undeniable that those individuals who are now in the later years of high school, that are at university or that have just graduated indeed represent the next generation of the workforce, the so called ‘Generation Z’.

The next generation of the workforce has developed its own peculiarities and preferences in relation to learning modes and learning styles, and as the influx of Gen Zers’ progressively increases, it is important that organisations operating in safety critical industries be ready to cater to their particular requirements to ensure the effectiveness of training.

The Role of Ed Tech

According to a 2018 report issued by Barnes & Noble College and available online [i], ‘Generation Z’ is often referred to as ‘The Sharing Generation’, the generation that is ‘All Technology All the Time’, and ‘Born Digital’. “Generation Z could not be more different than previous generations. Widely regarded as describing those born in the mid 1990s through to the early 2010s, Gen Zers’ oldest members are now in high school and college, and have ambitious plans for their education, their careers, and their lives,” says Barnes & Noble College. “Gen Z wants engaging, interactive learning experiences. They want to be challenged, they want to be empowered to make their own decisions, and as digital natives, they expect technology to play an instrumental role in their educational experience. While traditional textbooks still reign supreme, there is no denying that the future of educational technology, or ‘ed tech’, is now.”

Indeed, many young people have perhaps never known a time when the internet was not part of their daily lives. “For these digital natives, technology is neither an opportunity nor a barrier; it seamlessly integrates into their everyday experience,” says a 2018 online resource by Pearson [ii].

According to an Ernst & Young (EY) online resource published in 2016 [iii], the younger generations are characterised by a ‘do-it-myself’ mentality as well as an entrepreneurial spirit. “They have grown up turning to the internet, YouTube and their global peer group for answers. They have watched people their own age create successful companies,” the EY resource says.

Their independence and entrepreneurial view are having an effect on the workplace. Unlike older millennials, younger generations do not want a lot of guidance and do not expect frequent feedback, according to EY. “More than half prefer independent work to teamwork. They want employers who will not micromanage them and who will give them opportunities to create new processes and solutions.”

Technology is perceived to be so significant in the lives of Gen Zers’ that researchers have labelled new generations on the basis of their familiarity with digital devices; when young people enter an organisation, it is important to provide an induction programme tailored to their specific needs, instead of a generic one, according to a 2015 research report by the Chartered Institute of Personnel and Development (CIPD) available online [iv].

Pearson explored attitudes, preferences, and behaviours around technology in education in a survey of 14–40-year-olds in the United States and identified some key similarities and differences between Gen Z and the millennials, who have been part of the workforce for many years now. “While 39% of Gen Z prefer learning with a teacher leading the instruction, YouTube is also their #1 preferred learning method. And 47% of them spend three hours or more a day on the video platform. On the other hand, millennials need more flexibility - they are more likely to prefer self-directed learning supported by online courses with video lectures. And while they are known for being the ‘plugged in’ generation, it is apparent that plenty of millennials still prefer a good old-fashioned book to learn,” says Pearson.

Learning Mode Differences

According to CIPD, there is a limited research body on the work-based learning preferences of young people. “However, while the literature is far from conclusive, it does indicate that the traditional classroom training model may not always be the most effective.”

The expression ‘digital native’ - which is often used to refer to the younger generations - may indeed convey an incorrect idea of trainees avoiding traditional means of learning such as classroom instruction with the head-down on their screens only. Indeed, several Gen Zers’ still value their teachers, according to Pearson. “78% of Gen Z think their teachers are ‘very’ or ‘extremely’ important to their learning and development. 39% of Gen Z prefer learning with a teacher leading the instruction,” says Pearson. “57% of Gen Z prefer in-person activities with classmates. Only 22% of Gen Z prefer self-directed learning.”

In 2015 the CIPD conducted a survey to ask human resource (HR) professionals whether they had experienced any differences with how people aged 16-24 liked to learn, in comparison with other generations of workers. 53% agreed that they had seen differences, while 35% said no, and 12% were unsure. “Of those who said yes, 55% said the main difference they had identified was a preference for technology-based learning. These findings reflect the preferences young people exhibit for using technology, and the ‘tech savvy’ skills. However, there is a significant challenge when applying this information to learning methods.”

Regardless of whether they work in a team or individually, it appears that the younger generations have a preference to learn by doing. More than half of the respondents to a survey conducted by Barnes & Noble College said they learn best by being hands-on, while 38% learn by seeing. “When it comes to classroom learning, students find class discussions are the most beneficial. Working through examples of a problem also topped the list, which further supports Generation Z’s desire to learn by doing,” Barnes & Noble College says. “When asked what teachers could do to make learning more fun, helpful, and interactive, students responded in a variety of ways. Using more technology, more hands-on learning and more individual attention topped the list.”

Recommendations for Effective Learning Programmes

Some of the interviewees participating in the CIPD survey highlighted that long documents or traditional classroom training may not always suit young people’s preferences, particularly when they have only recently left school. The CIPD research report contains a set of major recommendations for human resources and learning and development practitioners to adapt to the learning mode preferences of the younger generations. One recommendation is to conduct research in the organisation by gathering evidence to help understand learner preferences and how successful current initiatives are. Practitioners should also think about how they can maximise learning from experience, for example by involving young people in cross functional projects or business challenges.

According to a 2020 Panopto resource published online [v], while Gen Zers’ love to learn they will not necessarily engage with training and development programmes unless these are flexible, collaborative, and provide individuals the ability to practice and prove their learning.

“Gen Z expects to be able to do most things on their smartphones, from wherever they happen to be. This means training materials, learning management systems (LMS), content management systems (CMS), video libraries, and other digital learning tools an organisation offers need to be easily accessible from a mobile device,”  says Panopto.

When introducing learning technology, organisations should use digital experts to test usability and get their feedback and, ultimately, their advocacy. One recommendation is also to capture the desire for responsibility by introducing techniques such as reverse mentoring or pro bono client work, which can engage a young person and super-charge their learning. Additionally, even if young people in the organisation are not on a formal development programme, the practitioners should consider how to give them the tools to create their own network and the means to learn from each other, says the CIPD research report.

Gen Zers’ expect to quickly find answers to problems and their preference is to watch a 3-minute video instead of reading several pages of text, according to Panopto. “What many companies do not have yet, however, is their own YouTube-like platform for sharing those videos.”

Several members of Gen Z prefer to record a quick explainer video on their phone rather than reading a heavy manual, according to Panopto. “Likewise, many would prefer to simply record a quick video walkthrough of how to do something than spend hours trying to write up a more formal document with all the required details. Yet while videos may be easy to create with readily available apps and screen recording tools, the bigger problem is that most organisations do not have a secure system for easily sharing those videos. As more of Generation Z enters the workforce, organisations will need to ensure they have the video software necessary to support rapid social learning and knowledge sharing at scale.”

Delivering Training to the Newer Generations

Gen Zers’ prosper in any learning environment where they can flex their aptitude for self-reliance and their ability to self-educate, according to the Barnes & Noble College report. “Predisposed to learning and conducting research, they are prepared to make their own decisions based on that research – a distinct difference from previous generations who rely more heavily on friends and family.”

When identifying development methods for the younger generations, employers should consider a blended approach, according to the CIPD research report. “While a significant proportion of development will be gained from on-the-job experience, innovative methods such as business problem exercises or upward mentoring can be complementary. The skill is in identifying which methods will help fast-track learning, and then performance, to substantially meet the needs of the business.”

The awareness of generational learning preferences is particularly important. The CIPD research found that young people are keen to learn from practical, hands-on experiences, combined with having the right support in place. “While formal learning and qualifications have a place, they need to incorporate the opportunity to translate theory into practice. It is also clear that young people have high expectations of technology. While many are digitally proficient and regularly use technology as a communication tool and to learn in their personal lives, they may be reluctant to use learning technologies which do not meet their expectations of simplicity and ease of use. It is therefore best not to assume that technology will always be the right learning solution for young people.”

Indeed, although they are very independent and technologically savvy, the younger generations value face-to-face interaction and collaboration, according to the Barnes & Noble College report. “They also make no distinction between devices or online territories. For Gen Z, learning is one continuous, multifaceted, completely integrated experience – connecting social, academic, and professional interests.”

[i]

Barnes & Noble College, Getting to Know GEN Z - Exploring Middle and High Schoolers’ Expectations For Higher Education,

https://www.bncollege.com/wp-content/uploads/2018/09/Gen-Z-Report.pdf

[ii]

Pearson, What do Generation Z and millennials expect from technology in education?,

https://www.pearson.com/ped-blogs/blogs/2018/05/generation-z-millennials-expect-technology-education.html

[iii]

Ernst & Young, Next-gen workforce: secret weapon or biggest challenge?,

https://www.ey.com/en_gl/consumer-products-retail/next-gen-workforce-secret-weapon-or-biggest-challenge

[iv]

CIPD, Developing The Next Generation,

https://www.cipd.co.uk/Images/developing-next-generation_tcm18-10268.pdf

[v]

Panopto, They’re Coming: Rethinking Training And Development For Generation Z,

https://www.panopto.com/blog/rethinking-training-and-development-for-generation-z/