1

Author: Stokes, Christopher K.

Title: Crisscross: The Juxtaposition of Online Training for Business and the Millennials

The accompanying research report is submitted to the University of Wisconsin-Stout, Graduate School in partial

completion of the requirements for the

Graduate Degree/ Major: MS Training and Development

Research Adviser: Dr. Kevin Mc Donald

Submission Term/Year: Spring, 2012

Number of Pages: 43

Style Manual Used: American Psychological Association, 6th edition

I understand that this research report must be officially approved by the Graduate School and that an electronic copy of the approved version will be made available through the University Library website

I attest that the research report is my original work (that any copyrightable materials have been used with the permission of the original authors), and as such, it is automatically protected by the laws, rules, and regulations of the U.S. Copyright Office.

My research adviser has approved the content and quality of this paper. STUDENT:

NAME Christopher K. Stokes DATE: May 16, 2012

ADVISER: (Committee Chair if MS Plan A or EdS Thesis or Field Project/Problem):

NAME Kevin Mc Donald DATE: May 16, 2012

--------------------------------------------------------------------------------------------------- ------------------------------

This section for MS Plan A Thesis or EdS Thesis/Field Project papers only Committee members (other than your adviser who is listed in the section above) 1. CMTE MEMBER’S NAME: DATE:

2. CMTE MEMBER’S NAME: DATE:

3. CMTE MEMBER’S NAME: DATE:

----------------------------------------------------------------------------------------------------------------------------- ---- This section to be completed by the Graduate School This final research report has been approved by the Graduate School.

Director, Office of Graduate Studies: DATE:

2

Stokes, Christopher K. Crisscross: The Juxtaposition of Online Training for Business and

the Millennials

Abstract

The purpose of this study was to research and understand the efficacy of online training

used in higher education and business, and to what extent the emerging millennial population

should be considered when choosing delivery methods for training. Online training and learning

have been utilized for a considerable time but an examination of emerging population changes

and increasing demand for online instruction may be needed.

In an effort to improve best practices for online training, an examination of current

existing literature was conducted along with a study of regional business use of online training.

Upon completion of a review of literature, recommendations were made for future

efficacy of business and industry utilization of online training and to what extent change may be

needed for embracing upcoming trends in population and societal shifts.

3

Acknowledgments

A most sincere thank you is due to my wife who has been supportive in my pursuit of

higher education. She is an inspiration to me in many ways including her own tenacity for

completing a doctoral degree and the accompanying dissertation. This higher level of thinking

has challenged me to aspire to the completion of my second master’s program.

Thank you also to my supportive adult children for understanding the rigors of academic

accomplishment, including a daughter who is also an inspiration to me as she finishes her

doctoral campaign.

Thank you to my research advisor is also needed. He has understood and shared my

desire to foster the semiotic relationship between higher education and business organizations.

Thank you to my alma mater, UW-Stout, for having a vision of excellence in fostering a

community-involved presence where surrounding individuals and organizations may benefit

directly from the practical implications of a quality higher education institution.

4

Table of Contents

............................................................................................................................................... .... Page

Abstract ................................................................................................................................. ..........2

Chapter I: Introduction ......................................................................................................... ..........6

Statement of Problem ………..……………………………………………… ......... ..……8

Purpose of the Study ................................................................................................. ..........8

Assumptions of the Study ......................................................................................... ..........9

Research questions…....………………………………………..……… .............………....9

Definition of Terms................................................................................................... ........10

Limitations of the study ............................................................................................ ........10

Methodology ……………………………………………………………………..……...11

Chapter II: Literature Review ........................................................................................................12

Adult Learning …………………………………………………………………………..12

Asynchronous/online learning …………………………………………………………..15

Training Implications For The Millennial Generation …………………………..………22

The Collaborative Approach …………………………………….……………………....24

Summary………………………………………………………………………………....26

Chapter III: Methodology ..................................................................................................... ........27

Qualitative Research Method …………………………………………………………....27

Chapter IV: Results ............................................................................................................... ........30

Table 1 Survey results …………………………………………………………………...30 Chapter V: Discussion .......................................................................................................... ........35

Technology is here ……………………………………………………………………....35

5

Demand is here …………………………………………………………………….……35

Limitations ................................................................................................................ ........36

Conclusions ............................................................................................................... ........36

Recommendations ................................................................................................................ ........37

Global need for speed …………………………………………………………….…......37

Downsizing or rightsizing ……………………………………………………….......…..38

Greater efficiencies ………………………………………………………………….......38

Smarter learning ………………………………………………………………......……..39

Competitive imperative ……………………………………………………….....………39

References ............................................................................................................................. ........41

6

Chapter I: Introduction

In the United States, Thomas Jefferson was one of the early advocates for creating public

education in a democracy wherein the people vote for and choose their rulers. Jefferson believed

that education makes citizens more productive (Tyrack as cited in Livingston, 2003). While

Thomas Jefferson’s vision did not include adult education, the concept of lifelong learning has

been the focus of higher education and employers for the past 100 years.

The central research question in regards to how adults learn has been the focus of

practitioners and scholars for almost a century. Since the founding of adult education as a

professional field of practice in the 1920s, researchers have found no single answer (Merriam,

2003). In the past decade, distance learning has evolved from a “ship to shore” interaction – in

which the facilitator was present in one setting and learners were gathered around a microphone

at designated areas of learning around the state and/ or country – to computer-based learning

designs in which learners are actively involved and participating around the globe. Online

learning (or e-learning) today is utilized by universities and organizations all over the world,

bringing adult learners together to provide instruction and training. To understand best practices

it is important to understand the adult learner. This paper will discuss the history and current

status of adult learning; what the future looks like for the adult online learner; and the impact of

online learning for education and organizations.

John Dewey’s writings in 1925 and 1933 serve as an appropriate starting point for

understanding adult education. Dewey believed that knowledge is gained through experience

and action, and it is through this action that acquisition of knowledge is attained. While many of

Dewey’s theories are the basis of the education of children, his focus on experience-based

learning clearly underlines his belief that learning is a life-long process, (Cranton, 1992). In

7

addition to experience, Dewey promoted the concept of individuals becoming reflective learners.

This concept will be discussed further in the next section.

Understanding brain function is critical in understanding the adult learner. Much of

today’s theory on the adult learner is based on Eduard Lindeman’s The Meaning of Adult

Education. According to Lindeman, (as cited in Knowles, 1990) only the humble become good

teachers of adult learners. He believed that the adult’s life experiences were on the same level as

the teacher’s knowledge. “Indeed, in some of the best adult classes it is sometimes difficult to

discover who is learning most, the teacher or the students” (p. 31).

It is with the future in mind that we turn to current advancements in learning technology,

specifically online learning. Although now robust in its capability, online learning does have

shortcomings. One common criticism from online learners is the lack of support. In her thesis,

UW-Stout Ed.S. graduate Amy Gullixson states that the following factors may contribute to a

lower retention rate in adult online learners: lack of communication and familiarization with

campus policies, procedures, courses, and student expectations; isolation from campus; as well

as unfamiliarity with the technology used (Gullixson, 2010).

Cercone (as cited in Gullixson, 2010) also sheds light on familial and non-academic

circumstances which can negatively affect adult online learners. Specifically personal issues –

such as the death of a parent, or lack of childcare – can hinder the process (Gullixson, 2010).

These issues appear to be endemic to the adult learner population as they utilize online training

in the private sector. However, many companies are now offering the option of telecommuting

and work-from-home programs that take into account the adult worker.

One of the ways to increase retention can be an orientation where clear expectations of

what is required by the online learner are communicated. Gullixson cites an Edventures (2007b)

8

report where the four key elements of an online orientation are: 1) Informing the learner of the

most effective ways to communicate with the instructor; 2) allowing the learner to review and

attempt the technical skills and abilities necessary to successfully use the student learning

platform; 3) setting clear expectations of what is expected of the learner; and 4) helping the

learner to become self-aware of what is needed, intrinsically (as cited by Gullixson, 2010, p. 8).

When the online practitioner understands the learner, a more effective online learning

environment can be offered. Gullixson cites Conceicao (2007) as saying, “understanding the

characteristics of the learner is imperative, as he or she is the most essential piece of the online

learning environment,” (as cited in Gullixson, 2010, p.13).

According to Wittmore, the technology skill set of the learner must be addressed in an

orientation which should include allowing the learner to familiarize him or herself with the

learning platform, then assessing his or her ability to progress through it, (Gullixson, 2010). In

addition, Ko and Rossen (2008) state that, “The most successful online programs offer student,

(learner), orientations” (as cited in Gullixson, 2010, p.17).

Statement of the Problem

A problem exists in the gap between online learner needs and expectations, and those of

the practitioner facilitator. When practitioners provide high-quality feedback, expectations, and

orientations to the online environment, the learner most often benefits from the online platform.

Purpose of the Study

The purpose of the investigation is to identify best practices for online learning in the

Northwestern Wisconsin manufacturing community, and how it interrelates to the millennial

population in specific. Information will be collected by a literature review and a qualitative

telephone interview survey.

9

Assumptions of the Study

With the emerging dynamics in worker population shift, there exists a growing literacy in

computer and online skills among the millennial population. It is with that in mind that an

assumption is put forth--is there a correlated trend in online training offered by regional

manufacturers in Northwestern Wisconsin? It is with that in mind that an assumption is put

forth: there is a correlating trend in online training offered by regional manufacturers in

Northwestern Wisconsin. Another assumption of the study is that, despite the social-economic

background of the emerging millennial population, they are still more technology-oriented than

previous generations.

Research Questions

The primary focus of this investigation is to identify best practices among small business

manufacturers who utilize online training for their employee training process.

Questions for the telephone interview will then include;

1) Does your company use online training? If not, why?

2) Has your company found any difference between the age of workers and their

engagement with online learning?

3) What are some of the best scenarios or conditions for ROI of online training for your

company?

4) How long does it typically take for your company to receive ROI for online training?

5) What does your company consider best practices for utilizing online training?

6) How does your company’s online training account for learners that have diverse

computer literacy skills?

10

7) What are some of the best scenarios or conditions for ROI of online training for your

company?

8) How long does it typically take for your company to receive ROI for online training?

9) What does your company consider best practices for utilizing online training?

10) How does your company’s online training account for learners that have diverse

computer literacy skills?

11) What factors influence the positive outcome of your training?

12) Is there other information you feel important to share?

Definition of Terms

Adult online learner. Those persons age 18+ who are engaged in formalized online

learning courses, instruction, or training for work or in post-secondary education.

Millennials. Those persons 13 to 30 years of age, also known as Gen Y, NetGen, Google

Gen, etc. Born approximately between 1982 and 2000.

Online learner. Those persons engaged in formalized courses, training modules, or post-

secondary education classes who utilize the internet to access computer-based learning.

Limitations of the Study

This investigation heavily relies on peer-reviewed scholarly literature and therefore is

dependent on the accuracy of that source material. The telephone interview process has its

known limitations, and biases that are endemic to the nature of the use of a telephone. The target

population of the qualitative study is limited to a randomized list of manufacturers selected by

the UW-Stout Northwestern Manufacturers Outreach Center via hoovers.com. These

manufacturers are geographically located in Northwestern Wisconsin, which is known to have a

unique set of socioeconomic demographics. This same target of manufacturers is limited by size

11

to over 100 employees, and as such will be therefore skewed toward small and medium-sized

manufacturers.

Methodology

A literature review will be the primary focus of this investigation. Interviews with

practitioners will comprise another component of the study. In addition, the best practices of

manufacturers utilizing online-type training will supplement the body of work.

12

Chapter II: Literature Review

This will examine some basic understanding of technology and learning including: 1)

Adult learning; 2) Asynchronous/online learning; 3) Meeting online learning environment

needs; 4) Effective facilitator/practitioner training techniques; 5) Training implications for the

millennial generation; and 7) Collaborative approach.

Adult Learning

While Jefferson believed that educated electorates were better able to choose their

leaders, the study of adult learners wasn’t systematically begun until the early 20th Century.

Early researchers did not study how adults learned but, rather, whether they could learn.

According to Merriam (2003) early pioneers in the field were Thorndike, Bregman, Tilton, and

Woodyard who, in 1928, published Adult Learning. Thorndike et al approached adult learning

from a “behavioral psychological perspective” (Merriam, 2003, p. 3) – in essence, adults were

studied performing timed learning and memorization tasks. Early research findings were based

on comparing test results of older adults against the results of young people. These findings

indicated that the younger you were the better learner you were. It wasn’t until 1947 and 1949

that Lorge, whose research contradicted earlier work, stated that the lower scores were related

more to the older adults having less education and skills - not age. Lorge pointed out that less

education also meant less experience in taking tests. It was Lorge who asserted that learning

capabilities of adults (up to age 70) were comparable to those of younger learners when the

timed factor was eliminated. The results of intelligence tests indicated that adult intelligence

remains stable until old age (Merriam, 2003).

13

Until the mid-twentieth century, the field of adult education research was primarily

behavioral in design. Behaviorism was greatly influenced by the work of Skinner. According to

Cranton (1992), Skinner’s research provides the theoretical framework for “programmed

instruction, modular instruction, computer-assisted instruction, and even, to some extent,

instructional design (or educational technology)” (Cranton, p. 7). From this theoretical design it

is understandable that individuals learn as a result of reinforcement from a stimulus – therefore

resulting in instruction that is broken down into small increments and reinforced frequently.

While Skinner’s work was within the framework of a behavioral researcher, John

Dewey’s writings in 1925 and 1933 examine knowledge learned by experience. Dewey believed

that knowledge is gained through experience and action, and it is through this action that

acquisition of knowledge is attained. While many of Dewey’s theories are the basis of the

education of children, his focus on experience-based learning clearly underlines his belief that

learning is a life-long process (Cranton, 1992). In addition to experience, Dewey promoted the

concept of individuals becoming reflective learners. This concept will be discussed further in the

next section.

It was Sperry’s work on identifying the split brains and the role of the corpus callosum

that won him the Nobel Prize in 1981. Sperry’s work clearly shows that the brain is divided into

two hemispheres: the left brain and the right brain connected by a large band of fibers called the

corpus callosum (Pitek, 2008). According to Knowles (1990) the adult brain is involved in all

aspects of learning. The two hemispheres of the brain work together to create a general

asymmetry. For most individuals one hemisphere is more dominant than the other, thus creating

individual learning styles. The implication for education and training is to understand that

learning is not one dimensional but includes multiple intelligences.

14

Indeed, Lindeman marks the cornerstone of today’s adult learning theory:

1. Adults are motivated to learn as they experience needs and interests that learning will

satisfy; therefore, there are appropriate starting points for organizing adult learning

activities.

2. Adults’ orientation to learning is life-centered; therefore, the appropriate units for

organizing adult learning are life situations, not subjects.

3. Experience is the richest resource for adults’ learning; therefore, the core methodology of

adult education is the analysis of the experience.

4. Adults have a deep need to be self-directing; therefore, the role of the teacher is to engage

in a process of mutual inquiry with them rather than to transmit his or her knowledge to

them and then evaluate their conformity to it.

5. Individual differences among people increase with age; therefore, adult education must

make optimal provision for differences in style, time, place, and pace of learning.

(Knowles, 1990, p. 31).

According to Knowles (1990), the difference between a pedagogical model, (where the

teacher takes full responsibility for making all the decisions of what will be learned) and the

andragogic model assumes:

1. The adult needs to know why they are learning.

2. The adult’s self-concept of being responsible for their decisions.

3. The adult’s role of learned experience.

4. The adult’s sense of needing to learn to more effectively cope with situations.

5. The adult’s motivation to devote time to learn.

6. The adult’s motivation – better job, bigger salary.

15

As our social fabric changes with time, so does our technical ability. With advancements

in our communications technologies – such as simple word processing and, more lately, the

advent of robust interconnectivity via the internet – we are now changing the way we apply these

new technologies to the way we learn. This paper looks at an aspect of learning technology,

specifically online learning, from the practitioner’s perspective. Included in this paper is not

only a look at literature on this topic but also interviews from those who use the technology to

advance the learning process. In addition to examining the use by practitioners, a brief segment

of this paper will examine the increased need for embracing such technologies and identify who

the emerging learners are.

Asycnchronous/Online Learning

Beginning in 1993 with the coining of the term “asynchronous learning networks”

(ALN), the Sloan-C vision of quality is now understood as synergy among five elements:

learning effectiveness, cost effectiveness, access, faculty satisfaction, and learner satisfaction”

(Bourne and Moore, 2002, p. 7).

One of the criticisms of online programs is that some learners fear they may not receive the

same quality of education online as they would in a traditional classroom setting. Another past

criticism was the poor record of retaining students. Meyer, Bruwelheide, and Poulin stated in

their 2006 research study “Why They Stayed,” that online programs “found that 66% of

distance-learning institutions had an 80% or better completion rate for their distance-learning

courses; 87% of these institutions had a 70% or better completion rate” (p. 100).

Increasingly, the research in regards to online programs shows great promise. Meyer et al

(2006) studied an online certification program that has a “near-perfect record of retaining

students” (p. 99). Their findings concluded that one of the reasons for retention was the quality

16

of the coursework. In another study by Debra Viadero in 2003, she stated that one student

commented that two years of online study proved to be a deeper, more interactive, and more

satisfying learning experience than he had originally imagined. She further stated that students

working via their computers spent more time on coursework, reported a greater understanding of

their subject area, and found that the computer eliminated some of the interpersonal distractions

that may have impeded their learning.

The Alfred P. Sloan Foundation has been a recognized authority in creating online education

(Bourne and Moore, 2003). They state that the research in regards to learning effectiveness has

several key components:

1) Knowledge is constructed through social interactions; greater quality learning results

from greater personalized learning experiences.

2) They contend that computer mediated communication is often “hyper-personal” instead

of being impersonal.

3) Online education is appropriate for social learning because all learners have a voice and

no one learner can dominate the conversation.

4) Learning communities (online and traditional) are defined by their interactions, trust, and

learning.

5) Online discussions maybe more supportive of divergent thinking, multiple perspectives,

and complex understanding and reflection.

In 2007, Cox, Matthews & Associates stated that online degrees were increasingly

gaining acceptance among employers. Their research indicated that the intimidation factor for

online courses is nonexistent, and that employers are less concerned about whether a degree was

17

earned online and more about the reputation of the school. They suggest that employers are

more interested in what you know than how you got your education, (2007).

Research indicates that interactivity will drive learning. Engaged learning stimulates learners

to actively participate in the learning situation and can help learners gain the most from being a

member of the online community. According to Weimer (2002):

The benefits of power sharing include energized learners who are motivated to stay the course

when the going gets tough. A benefit to the instructor in online courses is that they may not

need to struggle as much to keep learners engaged. When learners are invited to be part of the

process they most often rise to the occasion. (p. 28).

For the instructor of an online training course, one of the biggest challenges is making

sure that all participants have the necessary skill level with the communication tools that will be

used during the course. According to Conrad and Donaldson (2004) the primary indicators of

engagement in an online training course are the amount of interactions, and the quality of the

interactions. The authors state that leaders in the field of online education agree that learner

interactions are the critical key to an effective online class. Johnson’s research defines key

elements of student-engaged learning in an online course. These elements include:

Establishing their own learning goals

Working in groups

Exploring resources

Tasks that are multi-disciplinary with connections to the real world

Assessment that is performance based and on-going

Work products are shared (as cited in Conrad and Donaldson, 2004)

18

A skills survey form may be a way of assessing the learner’s experiences with the tools to be

used. An instructor can use a mentoring system to match more technologically skilled learners

with those who are not. Once skills have been acquired, tracking a learner’s utilization of the

technology is essential (Conrad & Donaldson, 2004).

Research reveals that engaged learning, facilitated by the instructor and commonly shared

with the learner, is a critical component for success. Learners were able to demonstrate active

learning in a structured yet flexible online environment.

It is suggested that online developers and instructors provide:

Clear goals and expectations for learners

Multiple representations of course content

Frequent opportunities for active learning

Frequent and constructive feedback

Flexibility and choice in satisfying course objectives and

Instructor guidance and support (Bourne & Moore, 2003, p.19).

Early research on asynchronous online learning has shown that the structure, transparency,

and communications potential of course designs heavily influence students’ learning. (Bourne &

Moore, 2003, p.19). Examining 73 different courses, the researchers found significant

correlations between the clarity, consistency, and simplicity of course design and students’

perceived learning. The same study showed a correlation between the learner’s perceived

learning and instructor feedback, communications with peers, and learner activity.

Personalization was found to be a key factor in the quality of the learning experience. A

Pew-sponsored symposium identified five key features of pace-setting programs that support

personalization of learning:

19

An initial assessment of each student’s knowledge, skills, and preferred learning style

An array of high-quality, interactive learning materials and activities

Individualized study plans

Built-in, continuous assessment to provide instantaneous feedback

Appropriate, varied kinds of human interaction when needed (Bourne & Moore, 2003, p.

21)

Enhancements that could be added could be visual or audio in nature where appropriate

and this would help demonstrate situations and scenarios. Video or film clips could be added to

bring further dynamics to the learning experience. This would help those learners that are more

visually stimulated, versus text-driven readers.

From a corporate perspective – with new enhancements developing relatively quickly –

the company and its management could control access, grading criteria, levels of mastery, and

affect the competency and confidence levels of the employee learner to a much greater degree

than bringing in and paying for the trainer. The continuity does not change at all with online-

based training; therefore each learner is exposed to the same materials. The company gains by

getting the same strategic information across to each learner in the same format.

Reviewing research literature on the instructor interaction reveals that the instructor role

is often in question when considering asynchronous online learning. This should not be a

surprise when most of our population has received the bulk of their course work in a traditional

classroom. Here is where the research is both new and compelling. According to Bourne &

Moore (2003), existing research suggests interesting directions for future exploration of the

potential benefits of multiple representations and individualization, as well as of personalizing

online experiences relative to particular learning styles.

20

The relationship between the instructor and learner in online learning appears to be best

when feedback is more frequent and abundant. Again, Bourne & Moore state: “Initial research

has been quite promising” (p. 22). It has for the most part been the perception of the learner that

stands out in the research, which has been mostly gathered through the use of surveys. Students

who reported low levels of interaction also reported lowest learning. Students who reported high

levels of interaction reported higher levels of learning. “There seems to be a strong correlation

between learner’s perception of interaction and the overall learning experience” (Bourne &

Moore, 2003, p. 22).

Quantitative studies have gone beyond perceptions to examine actual instructor activity, and

found a weak correlation between learner’s perceptions and instructor activity. More immediate

and more frequent instructor feedback made a big difference in the positive perceptions learners

held about instructors.

The social dimension of asynchronous learning –and their inherent discussions – have

been studied, and careful attention has been deliberately placed on the context in which language

skills are used to communicate knowledge. It has been suggested that asynchronous online

discourse is a new kind of language showing hybrid features of both spoken and written

language: “…often rapidly typed and informal: and therefore like talk. Thus, it reads like and

to a certain extent acts like conversation” (Meyer, 2006, p. 31).

According to the review of literature, effective online learning programs share common

threads. Research reveals that engaged learning, facilitated by the instructor and commonly

shared with students, is a critical component for success. The literature revealed that, through a

variety of delivery methods, learners were able to demonstrate active learning in a structured yet

flexible online environment.

21

The research reveals that online learning is an innovative and effective mode of

instructional training and learning. The educational professional field has developed and

implemented successful online learning environments. The days of organizations hiring

consultants to train new employees are fast becoming an antiquated model. Benefits of online

learning to both instructors and learners include:

1. Control over content delivered and the ability to specialize.

2. Ability to change and update materials.

3. Learner completion at their own pace.

However, there are negatives that could come about from a poorly designed or

implemented interactive online learning experience. As described by the research already

mentioned, one of the biggest issues facing the online learning environment is engaging the

learner. If the learner is not engaged and feels as though he or she is not a part of the learning

experience, the program is prone to have a higher failure rate. A good deal of thought, strategy,

and preparation is needed to overcome these social issues within the online environment. In fact,

there is an emerging new population that can more easily embrace online learning and its social

implications.

An increased demand for online learning has been noted by many observers in the past

decade. According to Michael Green (2011), research specialist with American Society of

Training and Development (ASTD), “a slight decline in content delivered in the year 2010 is

seen as atypical of previous years” (p. 50). Green contends that the use of technology will

continue to shape the future of the learning field. Green also adds, “mobile learning … has the

potential to revolutionize content delivery for learning and development” (Green, 2011, p. 50).

In addition, Marc Parry (2009), author for the Chronicle of Higher Education, reported that

22

according to The Sloan Consortium, “more than 3.9 million students took at least one online

course during the fall 2007 term. That represents a 12% increase over the previous year” (p. 1).

According to industry organizations such as ASTD, they expect a growth in the use of

technology for delivery, design, and management of learning and development. In fact, a

balance is expected between instructor-led and strictly technology-based delivery methods.

“Social learning technology and mobile technology solutions are expected for the near future

according to this study” (State of the Industry Report, 2011, p. 50).

Training Implications For The Millennial Generation

One of the most significant trends is the early adoption of societal technology solutions

among the millennial population. According to Lynne Lancaster and David Stillman (2010)

authors of the M-factor, “Millennials are 76 million strong and compose the fastest-growing

segment of workers today” (p. 5). Millennials as individuals, the authors define, are between the

age of 12 and 30. The authors emphasize that they are distinctly different from other

generational archetypes especially in the way they like to work and learn. Collaboration in the

workplace and in their lifestyle is one of the big differences separating them from the baby boom

parents who raised them. In addition, these Millennials are distinctly different in their early

embracing of technology. Perhaps that is why some experts refer to the population as the

NetGen, or the Google Generation, or even the Tech Generation, (Lancaster & Stillman, 2010, p.

5).

Millennials are tech savvy and had their formative years influenced by cellular

telephones, computers, 24/7 television programming, and pervasive internet access - just to

mention some of the technology they accept as the norm. The change is due to the rapid changes

in technology. As part of the desire to embrace these people, more universities are exploring the

23

use of online virtual environments for everything from virtual campus tours, to recruitment

opportunities, to the advising of classes (Papp, 2010).

According to Susan Emeagwali (2011) author of Millennial Leading the Charge for

Change, this new generation is defined as those individuals born between 1982 and 2004.

However, among scholarly articles there are some slight variances in the dates of birth. Some

classifications that hold true are that these are individuals who are defined by their love of

technology, social networking, and the desire to work collaboratively. Howe and Strauss define

seven core traits that describe Millennials: “1. Special, 2. Sheltered, 3. Confident, 4. Team

oriented, 5. Conventional, 6. Pressured, 7. Achieving” (as cited in Emeagwali, 2011, p. 23).

According to Howe and Strauss these unique traits are what set the Millennials apart and

distinguish them from other generations. Special: because they were raised by parents who told

them they were unique to the nation. Sheltered: as they were the focus of the most

comprehensive youth-protection movement in American history. Confident: they tend to show

optimism about the future. Team-oriented: they were raised with an emphasis on team work and

desire consensus with their tight peer bonds. Conventional: Millennials seem to want to

reestablish their own regime of rules. Pressured: they feel pressure to succeed in life from the

outside and within themselves. Achieving: Millennials have an instilled desire for

accountability and higher standards that drive the education reform movement, (as cited in

Emeagwali, 2011, p. 23). It is this uniqueness that sets the stage in the context of new

technology methods for learning.

“They will be a tremendous force for revamping, the ways we gather information,

disseminate it, and learn from it” (Lancaster & Stillman, 2010, p. 8). They also add that this

generation, because of the way they were raised by educated parents, possess highly developed

24

skills for cooperation. Millennials really are different and continue their emergence with demand

for such things as collaborative learning technology methods. This is a telling sign of the

continued need for development and refinement of online learning. The collaborative nature of

these individuals fits well with online learning’s ability to share opinions and exchange

information in so many ways.

The Collaborative Approach

Current literature in the field of adult education focuses on practitioner-based

collaborative action projects. Lyle Yorks (2005) in Adult Learning and the Generation of New

Knowledge and Meaning describes how today’s adult learners are creating new knowledge and

meaning that addresses organizational and social problems. Yorks states that new practitioners

are not limited to old theories but are actively engaged in worldview research, (Yorks, 2005, p.

1219). Yorks discusses collaborative action inquiry and its deliberate focus to create generative

social space with the following four dimensions:

1. Involving co-inquiry among a number of participants.

2. Sharing the goal of producing new knowledge and meaning that can be shared in the

public arena.

3. Taking action for a worldwide vehicle for learning.

4. Being intentional learners (Yorks, 2005).

Yorks embraces the power of appreciative inquiry through effective collaboration. He

states that participants from different areas of the world bring each individual’s cultural,

personal, and experiential learning to the table and – ultimately – the new knowledge is

collaboratively constructed. These collective differences in each individual learner are what

some refer to as the synergy, or juice, that is present in the face-to-face traditional classroom.

25

The perception that online learning can’t offer this synergy is something that may hold some

learners back from the online environment.

The experience of the traditional classroom can now be better emulated due to the

advancements in emerging technologies, including greater bandwidth, or nimble software.

As early as the turn of the new millennium, the advances made in technologies available

for asynchronous learning alone have provided significant opportunities for adult learning. As

long as the practitioner realizes that each learner is still an individual with unique learning

characteristics, and provides for online inclusion of inputs from them, most often online

experience can be very rewarding. According to Hsiu-Mei Huang (2002), “Sound distance

education is the result of effective communication and instruction and adherence to coherent

instructional principles” (p. 35). With proper planning, the online learning experience bridges

distance and time, and is applicable to not only education but for training in business as well.

According to Tapscott and Williams (2006) in their book, Wikinomics, the use of

technology has not only opened opportunities in business, but also education. “Today an

aspiring student in Mumbai who has dreamed of going to MIT can now access the university’s

entire curriculum online without paying a penny in tuition fees… She can engage with the

content and faculty of one of the world’s leading universities, studying everything from

aeronautics to zoology… Become part of MIT, participating in lifelong learning for the global

knowledge economy” (Tapscott & Williams, 2006, p. 23). The authors also report that education

and business are joining technology companies to deliver texts and materials for any learner to

use anywhere, anytime. Again, the point here is that the technology is already available and the

learners are calling for it. However, practitioners must change some of their own methodologies

when utilizing such a potent tool.

26

The educator/trainer must have a clear understanding of the adult brain and how it affects

learning – this is imperative for the trainer using asynchronous learning. As in a classroom/on-

site training environment, the on-line adult learner responds more effectively with some teaching

methods than others (Knowles, 1990). The concept of whole brain teaching and learning

provides the basis for design and delivery of online coursework. According to Knowles this

concept works because:

1. The brain is specialized.

2. Each brain is unique.

3. The brain is situational.

4. Much of learning is a cognitive process.

5. Individuals have different learning styles.

6. Course/training designs can accommodate individual differences.

7. Each individual learner can be a part of the learning design.

8. Learners can be grouped to make the learning more effective.

9. Learning through discovery and affirmation is typically more effective, fulfilling,

enjoyable, and lasts longer.

10. Learning programs that are based on the individuals work to the advantage of everyone –

including the educator/trainer (Knowles, 1990).

Summary

The literature reviewed indicates that the technology has been here for a long enough

time to more easily help facilitate online learning. However, the skill set in the practitioner may

need room for improvement in some instances – specifically when the facilitator/practitioner

may be new to or unaware of the unique format of online learning.

27

In addition the reviewed literature also indicated that the current demand for online

learning for adults in business or higher education is expected to grow – specifically with the

emergence of the millennial generation.

28

Chapter III: Methodology

This chapter describes the design elements of the study regarding how HR administrators

determine the most effective modes of training for their employees. This chapter includes the

overall strategy of my study, participant selection, my role as researcher in the study, the data

collection process, my approach to data analysis, and the limitations of the study.

Qualitative Research Method

In order to learn more about how HR administrators in a mostly rural Midwestern state

make decisions about modes of training, I employed a qualitative approach. Qualitative

researchers do not approach research with a particular hypothesis to be proven or disproven, but

examine complex topics in the context in which they occur. Most qualitative research projects

attempt to understand the complexities of the situation under investigation rather than to provide

a strict definition or interpretation of the construct in question (Bogdan & Biklen, 2006).

Part of my rationale for using a qualitative approach is that qualitative studies are needed

in order to truly understand what is happening in companies, particularly in the area of effective

training.

I have conducted a case study of 25 manufacturing companies mostly in rural

communities in a Midwestern state. I have changed the names of all companies, people and

places in an effort to maintain anonymity. I have focused on analyzing the responses of six

individuals who work and train in this setting on a daily basis. My methodology was semi-

structured interviews.

I have focused on HR administrators’ voices for a number of reasons. These individuals

are in the unique position of seeing what happens every day in the workplace. They know what

policy and procedure states about how training is designed to work, and they have first-hand

experience in how the implementation of policy actually occurs. I am interested in their

29

perspectives because I am in a professional position to instruct future trainers and share the

stories I collect with them. Future trainers tend to be interested in stories that tell about what is

happening in “real” training situations. Finally, I am a trainer myself and this made it easier for

me to relate to my participants.

Qualitative research is the optimum choice for answering my research question because it

focuses on the participants’ experiences and words. It describes and analyzes the meaning the

participants assign to their unique experiences with the researcher operating as the instrument for

data collection. Findings materialize as themes or categories rather than numerical data, and

deep description communicates the results of the research (Merriam, 1998). My study is

specifically suited for qualitative research because I am interested in examining the experiences

of the trainers from their own perspectives. I am also exploring their perceptions within a very

specific context. True to the qualitative paradigm, this study presents a rich description of the

trainers’ stories told from their frame of reference. The themes that emerge are not statistically

supportable because statistical or mathematical truth is not the goal of qualitative research. The

qualitative researcher trusts that the data he or she uncovers is accurate for the given subject

within the given context and ascertains what lessons can be learned from that data (Bogdan &

Biklen, 2006).

30

Chapter IV: Results

The purpose of the study was to gain greater understanding of the use of online training

among small and medium-sized manufacturers in the Northwestern Wisconsin area. The study

was also designed to determine the extent to which their decisions regarding training delivery

methods may be influenced by the millennial population.

A telephone questionnaire consisting of 12 questions was used over the course of eight

days with a target population of 25 randomized businesses with 100 or more employees selected

by the UW-Stout Northwest Wisconsin Manufacturing Outreach Center via Hoovers.com.

Table 1

Survey results

Company Name

Rural/Urban

HR/Trainer/Both Online used

Type of Training # of Employees

A Rural HR Limited OTJ & Online

100

B Rural No response-closed

N/A N/A

141

C Urban No response-closed

N/A N/A 100

D Rural HR No online OTJ/Shadowing

103

E Urban No response-closed

N/A

N/A

110

F Rural HR Online used

Multi

125

G Rural No response N/A N/A

350

H Rural No response N/A N/A 150 I Rural No response-

closed N/A N/A 160

J Rural No response N/A N/A

175

K Rural HR No online OTJ/Shadowing 185 L Rural HR No online OTJ/Shadowing 200

31

M Urban HR No online OTJ/Shadowing 1,025 N Rural HR No online OTJ/Shadowing

500

O Rural HR Limited online

OTJ/Pilot for TQM

400

P Rural No response-closed

N/A N/A 350

Q Rural HR No online F2F/Video 400 R Rural Trainer Limited

online Online/F2F

230

S Rural Trainer No online F2F/Video/OTJ

350

T Rural HR No online OTJ

500

U Rural HR-No response N/A N/A

250

V Rural HR Online heavy use

Online/Video/Text

242

W Rural HR No online OTJ

340

X Rural HR Limited online

Online-Mang/Leads

140

Y Rural HR Limited online

OTJ/online safety

360

Prior to data collection, a review of literature was conducted to establish research already

completed regarding online learning utilization in adult learners with attention to the implications

for the millennial population. Discourse surrounding online learning methodology and best

practices was examined. The literature review also provided a theoretical framework for the

study.

Potential research participants were contacted by telephone and in some cases by e-mail,

with semi-structured interviews conducted with six respondents. The nature of the questions

asked intentionally moved from specific to general in an effort to foster expansion of details

surrounding the topic of online learning.

32

Data was collected during an eight day period in early May 2012. The researcher made

telephone calls and e-mail contact with the target population starting with the introduction of the

nature of the study and compliance with the IRB implied consent rules. No identifiers would be

used in the study and an executive summary would be made available to those interested in a

summary of the findings. The following are the results of the questionnaire:

1. Does your company use online training? If not, why?

Twelve companies said they did not, while seven companies said they do, and six

had no response. Of the 12 companies that said they do not use online training,

10 said they are a manufacturing facility that uses on-the-job type training

involving hands-on instruction, or some form of shadowing others while on the

job during the first week. Two of the 12 companies said they are limited by

monetary constraints due to their small size.

2. What is your preferred method for training?

Of the 19 total respondents, face-to-face and on-the job-training were the

preferred methods for training in 15 companies. One company indicated that it

uses online-type training in a robust manner.

3. Has your company found any difference between age of workers and their engagement

with online learning?

Two respondents indicated that age is a factor in lack of computer skills, and

therefore online learning can or would be an issue.

4. How many hours of online training do you use?

Of the seven respondents that said they use online training, five said that it is only

used for leadership and management, and most often the course work is under 20

33

hours per year. However, one company said that it used online training more

extensively with eight hour modules maximum, and some modules as short as 30

minutes depending on what subject was being studied.

5. What type of content do you use, modules, video, text?

Of the seven respondents using some form of online training, one indicated the

types of content used were video and text in a modular form.

6. Is the online training a pass/fail, grade, certificate of completion?

Of the seven respondents using some form of online, two indicated that 80%

correct on a quiz at the end of the modules indicated passing and a certificate was

issued.

7. What are some of the best scenarios or conditions for ROI of online training for your

company?

No respondents gave information on the length of time, nor the return rates on

capital invested.

8. How long does it typically take for your company to receive ROI?

No respondents gave information on the length of time, nor the return rates on

capital invested.

9. What does your company consider best practices for utilizing online training?

No respondents gave information specific to this question.

10. How does your company’s online training account for learners that have diverse

computer literacy skills?

No respondents gave information specific to this question. However, three

respondents indicated that age was a factor in computer literacy skills in general.

34

11. What factors influence the positive outcome of your training?

One respondent indicated that interest in the topic was a factor, and whether or

not the employee felt that the training would benefit them in their position.

12. Is there other information you feel important to share?

Of the seven respondents, six indicated they use at least some online training and

only one indicated that they used online in a more robust way. The most common

reason for not using online training was the nature of most of the work being

assembly and manual-type labor. Three indicated safety training, and OSHA-type

training were being used to a small extent of the cases. Three indicated that some

online training was used for management and leadership.

35

Chapter V: Discussion

To this point in this research paper we have looked at literature on the educational and

business needs for online training. We have also examined past trends and emerging trends in

higher education, and business use of online training tools. We have examined best practices for

online training overall, and by asking the practitioners in business and industry we have gotten a

sense for what their current utilization is and might be. In addition, we looked at a population

shift many refer to as the millennials and what they exhibit as a shift in social attributes.

Technology is Here

Online learning technology has evolved significantly over the past decade and many

would agree that it is still evolving. With this evolution the technology has been given a chance

to become less cumbersome and more nimble, featuring greater bandwidth for larger capacity

and faster speeds, increased user connectivity through smartphones, iPads, mobile hotspots,

social network platforms, and interactive learning software applications. However, the evidence

in the literature review and discussions with practitioners may suggest that a gap exists between

having the tools and utilizing these tools for comprehensive benefit to learners and organizations.

Demand is Here

The demand for online training appears to have arrived, and evidence suggests it will

only grow – especially in relation to the still-emerging 76 million person millennial population.

As this part of our society continues to enter adulthood, secondary education, and ultimately the

workplace, a shift in use of technology – specifically online in this case – appears to be the new

challenge.

36

Supply

Interviews conducted with regional manufacturers would suggest that they, too, may need

to embrace this shift to the new tools of online training in order to reap the benefits. However,

the evidence would suggest that the right delivery method for the type of training needed – and

the justification of capital invested – is a logical consideration that shows online training is not

right for every training effort.

Limitations

The literature reviewed is more clear, it would seem, when compared to the limits of the

small quantitative study done for this thesis examination. The total number of companies

investigated was 25, the response rate was 19, and of the 19 only eight respondents shared a

more in-depth perspective. Of the eight that shared beyond the first question (Does your

company use online training? If not, why?) only seven used some online training for their

workforce. Of the seven, only one said that they now use online training in a more robust

manner. Although the overall sample and response rates are small, it should be understood that

the study was randomized and some targeted human resource and training specialists were

unable to respond due to plant closings, travel obligations, and other considerations.

Conclusions

Both the literature and the study appear to be congruent in their support of online training

for managers and leadership. Perhaps this is a result of lean economic times, wherein the

company feels it most appropriate and cost-effective to target online training on leadership and

management skill sets. According to the most recent annual report from ASTD, the content

nationwide for these leaders and managers focuses heavily on product or services knowledge.

37

Could this be a reflection of more complicated products and services? Further research into this

area would seem warranted.

The type of training, mode of delivery, and the content are directly related to the

knowledge, skills, and abilities required to produce manufactured and assembled goods to an

acceptable level. This would seem to naturally tie into a return on investment of capital, and

efforts when deciding whether to use online training or not.

A sense of scale would appear to also be a factor in choosing online training. The smaller

the organization, the less likely they are to select online training as a mode of delivering training

to their workers.

Soft skills were mentioned by one of the companies interviewed in regard to the

millennial population. She shared that indeed the computer technology skill set is much better in

this age group. However, face-to-face skills were lacking. This included lack of attention to

body language, inflection of voice, and attire. The respondent also added that interpersonal skill

sets needed to be addressed at the company in order for these individuals to be recommended for

promotion to management and leadership positions. Could this be a downside of the social

media and internet age? Further research into this area may be needed as well.

Recommendations

Global need for speed.

Time is a precious vanishing commodity; therefore its utilization is of paramount

importance. The Greek philosopher Plato is credited for saying, “Necessity in the mother of

invention”-and it was in a time of high necessity that the United States military was challenged

with changing the way it trained its pilots. During the 1940s the allied military had to push pilots

and others to learn in weeks what originally took months. As a result, gestalt methods, combined

38

with read recite and review techniques, were implemented to meet this urgent need of time

compression. The airmen needed only to know that which was critical to accomplishing the

objective. Fast-forward in time to today’s computer trading on the stock market and the rapid

turnover of capital allocation to maximize return on investment- surely this is an example of

today’s need for speed. This need for competitive urgency is also needed in marketing, where

being first to invent, innovate, or deploy a product most often gets the largest market share.

In today’s technology and information delivery age, we have seen faster decision making,

and other activities to readily compete in business and other organized ventures within our

modern world. Working smarter most often equates to working better to make use of time and

related resources. It would follow that as the world is flattened and we are now a global village –

including multinational organizational interests – we must work smarter to compete in this

daunting arena: the Olympics of business performance.

Downsizing or rightsizing.

Many executive leaders seek to slash their budgets – most often by layoffs – to meet the

quarterly dividend and stock valuation expectations, doing more with less (people). The people

that make up the organization, collectively known as the human resource, often show up on the

balance sheet as one of the most expensive line items, (the payroll). Would it not hold true that

organizational leadership may need ways to do more with less by having the people that remain

on the payroll work smarter?

Greater efficiencies.

How then do we get more from these workers, managers, and leaders on the payroll? It is

this researcher’s belief that by increasing knowledge skills and abilities of the individuals in the

organization, a competitive advantage can be fostered. If technology has sped up the time it

39

takes to communicate, perhaps it then can be used to increase the efficiencies of the way we

learn. Technology advancements in computer aided (and specifically online) learning may hold

greater promise when embraced and used in new and innovative ways. Increased bandwidth

now yields the ability to deliver content rich in audio, visual, virtual, and remote characteristics.

Information, communications, social networking, entertainment, and collaborative organized

efforts for work and learning are now enhanced and continue to unfold in this new millennium.

Smarter learning.

The classroom is not outdated; but in addition to the classroom we now have options to

augment and increase our learning environments. In general people most often learn better in a

classroom – aided by a collaborative and expertly guided learning environment, whereby the

magic component known as synergy develops out of thin air. Complete with the voice inflection

and body language that experts say accounts for 80+% of what is communicated, this

environment still remains one of the most robust and richest forms of learning. However, this

classroom environment comes with a price– not just the money paid in the form of tuition – but

also price is realized in the form of time. It takes time to build the building, time to plan the

lecture, time to commute to the place of learning, etc. Therefore, we must insist that experts in

the field of technology and experts in the field of learning combine forces to embrace and

fashion increased cohesion of the technological tools that already exist to broaden our learning

capabilities.

Competitive imperative.

In order to foster a continuous, globally competitive initiative in our organizations we

will need to change by embracing new and emerging trends. One such trend is the emergence of

the millennials, age 13 to 30 who will reinvent, shape, and innovate in their own unique

40

collaborative way how we address these issues. In fact, experts contend that they are the ones

driving the demand for online and computer-aided knowledge. This demand continues to grow

and needs a supply side for balance to the equation. Some may contend that the supply may

need nurturing to grow in a guided fashion so that it helps us save time and utilize our resources

for maximum effectiveness. “Higher education is an economic imperative!” (President Obama,

1/27/12)

41

References

American Society of Training and Development. (2011). State of the industry report.

T+D 65 (11). Alexandria, VA: Green.

Barkley, E. F., Crosee, K. P., Major, C.H. (2005). Collaborative learning techniques: A

handbook for college faculty. San Francisco: Jossey-Bass.

Bogdan, R. C & Biklen, S. K. (2003). Qualitative research for education: An

introduction to theories and methods (4th ed.). New York: Pearson Education

group. 110-120.

Bourne, J. & Moore, J. C. (2003). Elements of quality online education. The Sloan

Consortium.

Bruning, R. H., Schraw, G. J. & Norby, M. M. (2011). Cognitive psychology and

instruction (5th edition). Upper Saddle River, New Jersey: Pearson Prentice Hall.

Conceicao, S. (2007). Understanding the environment for online teaching. Teaching

Strategies in the Online Environment, 113, 5-11.

Conrad, R. & Donaldson, J. A. (2004). Engaging the online learner: Activities and Resources for

Creative Instruction, San Francisco, CA: Jossey-Bass

Cercone, K. (2008). Characteristics of adult learners with implications for online learning

design. AACE Journal, 16 (2), 137-159.

Cranton, P. (1992). Working with adult learners. Toronto, Ontario, Dayton, Ohio: Wall &

Emerson, Inc.

Edventures, Inc. (2007b, August). Orientations for online students: Current and best

practices. Boston, MA.

42

Emeagwali, N. S. (2011). Millennials leading the charge for change.

Techniques: Connecting Education & Careers, 86 (5), 22-26.

Gullixson, A. (2010). Research of Best Practices and Curriculum for an Online Course

Orientation. (Unpublished master’s thesis). University of Wisconsin-Stout:

Menomonie, WI.

Huang, Hwiu-Mei (2002). Toward constructivism for adult learners in online learning

environments. British Journal of Educational Technology, 33 (1).

Ko, S., & Rossen, S. (2008). Teaching online: A practical guide. New York, NY:

Rutledge Taylor & Francis Group.

Knowles, M. (1990). The adult learner: A neglected species? (fourth edition). Houston,

London, Paris, Zurich, Tokyo: Gulf Publishing Company.

Lindeman, E. C. (1926a). The meaning of adult education. New York: New Republic

Lancaster, L. & Stillman, D. (2010). The M-Factor: How the millennial generation is

rocking the workplace. HarperCollins: New York.

Livingston, C. (2003). Get them out of my classroom: The effectiveness of the inclusion of

students with EBD. (Unpublished master’s thesis). University of Wisconsin-Stout,

Menomonie, Wisconsin.

Merriam, S., (1998). Qualitative Research and Case Study Applications in Education: San

Francisco, CA: Jossey-Bass

Merriam, S., Caffarella, R., & Baumgartner, L., (2007). Learning in adulthood: A comprehensive

guide (third edition). San Francisco, CA: John Wiley & Sons.

43

Meyer, K. A., Bruwelheide, J., & Poulin, R. (2006). Why they stayed: Near-perfect

retention in an online certification program in library media. Journal of

Asynchronous Learning Networks, 10(4), 99-116.

Papp, R, (2010). Virtual worlds and social networking: Reaching the Millennials.

Journal of Technology Research, 2, 1-15.

Parry, M., (2009). Sloan Foundation clicks 'end program' for its online-

education grants. Chronicle of Higher Education, 55(32).

Tapscott, D. & Williams, A. D. (2006). Wikinomics: How mass collaboration changes

everything. New York, NY: Penguin Group.

Tyack, D., Anderson, J. D., Cuban, L., Kaestle, C. F. & Ravitch, D. (2001). School: The

story of American public school. Boston, MA: Beacon Press.

Viadero, D. (2003). Online master’s program for teachers show promise. Education Week,

24(4) 50.

Wittemore, B. (2008, Fall). Crucial communication with the online student begins before

enrollment in a course. Journal of Instructional Delivery Systems, 22(4), 28-32.

Yorks, L. (2005). Adult learning and the generation of new knowledge and meaning: Creating

liberating spaces for fostering adult learning through practitioner-based collaborative

action inquiry. Teachers College Record, 107(6) 1217-1244.