Chapter 4: Engaging Boomer, Gen X, and Gen Y Learners
A summary of Chapter 4 of Adult Learning Basics, by William J. Rothwell. Alexandria, Virginia: ASTD Press, 2008.

A summary
by Marlo Brown

One size does not fit all!

...but there are some trends that we can be aware of!

A few thoughts:

Almost all of those born before the baby boom grew up without television.
Gen X members can remember when MTV showed music videos.
Much of Gen Y cannot remember a time without the Internet or cell phones.
Generation Z kids are growing up in a world that is saturated with technology and "information." Most of them can't remember a world without YouTube, MySpace and Wikipedia.
There will be a wide variety of individual learning styles within each group, but the notes on generations at least tell us about the influences that have affected a group.

Self-Directed and Free Agent Learners

Self-Directed Learners

There is no universal definition, but Huey B. Long (College of Education, Univ. of OK) has come up with a good description:

Self-directed learning is a purposive mental process, usually accompanied and supported by behavioral activities involved in the identification and searching out of information. The learner consciously accepts the responsibility to make decisions about goals and effort, and is, hence, one's own learning change agent.

Long's Six Skills for Self-Directed Learning

Personality Traits
• self-confidence
• inner directed
• achievement motivated

Goal-Setting Skills - Students need to be taught to visualize possible outcomes.
Information-Processing Skills - The successful self-directed learner needs proficiency in at least one of the following:

Observing
Seeing and Translating - translating visual info to written format, and
Reading
Listening

Other Cognitive Skills - among them, are:

sensory
memory
elaboration
problem-solving and problem-posing
Executive Skills - the ability to monitor one's own information processing, such as when fatigue causes a switch from reading and understanding to merely recognizing words.
Deep Processing Skills - looking for meaning, relating new information to past learning and experiences, finding pleasure in the process, making connnections between pieces of information, etc.

Content Competence
Decision-Making Skills
Self-Awareness - helps the learner self-assess and improve the learning process.

Free Agent Learners

There is no agreed-upon definition

"...highly independent learners who do not demonstrate loyalty to any one sour source of information or training -- or to any group."
"...self-directed learners on steroids."
Want useful information as fast as possible to fill a specific information need.
Tend to rely on online sources, such as search engines.
Able to skim through vast amounts of material quickly.
Alternative description is to see free agent learners as developing their skills to facilitate the jump to a better job -- probably with a different employer.
Free agent learners may be unlikely to be satisfied by training sessions: they are impatient and want to be challenged by the new material.

• Are free agents likely to be "digital natives?"
• Might they see libraries more like museums full of outdated technology?
• Are they likely to realize that they are focusing on low quality, "junk
information" in their quest for speed?
• Are their critical thinking skills lacking?

Generations

Baby Boomers

Born from 1946-1964
More than 20% of the U.S. population
Growing up with TV can shape their world view. For example, it can lead them to believe that complex problems can be resolved quickly (in 30 minutes or an hour)
Educated in schools with no computers
Reputation for being responsible and hard-working
Make the benefits of the training clear to them.
Point out benefits to the organization.
Make effective use of training time: they may be impatient.
Give them the chance to share their experiences, and connect the experiences to the lesson, when possible.

Generation X (Gen X, "Baby Bust Generation")

Born between 1965 and 1980
Only one-third the size of Gen Y
Last generation to clearly remember the Cold War
Reputation for cynicism and lack of motivation
Gen X'ers are supposedly a source of frustration to Baby Boomers, who don't like their work attitude
Digital immigrants
Counter their cynical attitude by showing benefits of the training, to them and to other people.
Instead of becoming defensive if challenged, use it as a chance to ask others in the class to comment.
Encourage discussion and allow for some venting.
Seek out comments from other "generations" regarding points made by Gen X'ers.

Generation Y (AKA: Gen Y, Millennials, Net Generation, Echo Boomers)

Born between 1979 and 1999
About 26% of the U.S. population
Reputation for a work ethic similar to Baby Boomers
"Trophy Generation" -- they received trophies for just participation in youth activities where "everyone's a winner"
Serious and work-oriented, especially if a task is engaging
Resist traditional work schedules and models, because technology frees them to work anytime and anywhere. Want their job to adapt to them, rather than adapting to a job
Impatient with traditional work roles and structure. "They want to be CEO tomorrow"
Digital natives and digital immigrants in this group
Pay attention to them during training: they are the most likely age group to quit their jobs.
Make use of influential members of their group when designing and delivering training. Gen. Y are strongly influenced by their peers.
They are likely to react favorably to the use of technology in training.
Help them to see improvement in their use of tools and the things they produce with them.
Training should not be "threatening."

Generation Z

Born 1995 to present
First generation of 100% digital natives
Heavily-networked and reliant on technology
Expect everything to be on the Web; the Internet is the first place they look for information
Impatient: accustomed to everything happening instantly
Not yet in workforce, but may show extreme impatience with training.
May have short attention spans or trouble focusing, due to skimming large amounts of information rapidly.
May become bored with "old" technology.
Very "connected" electronically. Make sure to remind them to turn off devices.

Sources

Chapter 4: Instructional Analysis: Analyzing the Learners
http://www.angelfire.com/la2/learners/learners.html

Long, Huey B. "Skills for Self-Directed Learning"
http://faculty-staff.ou.edu/L/Huey.B.Long-1/Articles/sd/selfdirected.html
Dr. Long's Curriculum Vita

Grow, Gerald. "Teaching Learners to be Self-Directed"
http://www.longleaf.net/ggrow/SSDL/SSDLIndex.html

2009 Statistical Abstract of the United States
http://www.census.gov/compendia/statab/

Alsop, Ron (2008-10-21) "The 'Trophy Kids' Go to Work". The Wall Street Journal.
http://sec.online.wsj.com/article/SB122455219391652725.html

Generation Z (McCrindle Research)
http://www.generationz.com.au/about_who.html

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Chapter 4: Engaging Boomer, Gen X, and Gen Y Learners A summary of Chapter 4 of Adult Learning Basics, by William J. Rothwell. Alexandria, Virginia: ASTD Press, 2008.