Recommendations for Training the Millennial Generation

by

Jennifer K. Parker

A Research Paper Submitted in Partial Fulfillment of the

Requirements for the Master of Science Degree

III

Training and Development

The Graduate School

University of Wisconsin-Stout

December, 2010

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Parker, Jennifer K.

Recommendations for Trainillg tlte Millennial Generation

Graduate Degree/ Major: MS Training and Development

Research Adviser: David A. Johnson, Ph.D.

MonthNear: December, 2010

Number of Pages: 46

Style Manual Used: American Psychological Association, 6th edition

Abstract

2

The Millennial generation which will be thoroughly defined in this paper is entering the

workforce in large numbers. Organizations need to adapt their training delivery methods,

techniques, and evaluation procedures to best prepare Millennials for their jobs. Millennials

have a very distinct attitude that can be perceived as narcissistic, self-fish, even spoiled, but

when handled correctly, they will thrive and become excellent workers. This study will

primarily be a focused literature review, with an emphasis on better understanding the Millennial

generation. Further, this study acknowledges that organizations have many training models

available and will specifically explore the ADDIE training model, as well as Kirkpatrick's four

level evaluation model. These two models and literature on Millenniallearning styles, will assist

in answering a series of research questions. Finally, this study will provide recommendations for

adapting effective training delivery methods, techniques, and evaluation procedures to

accommodate the Millennial generation.

The Graduate School

University of Wisconsin Stout Menomonie, WI

Acknowledgments

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It has been an arduous journey to complete my master's degree and I could not have done

it without the support and encouragement of colleagues, teachers, friends, and family. As I begin

to close this chapter of my life I would like to take the time to acknowledge and thank those that

had a significant role in my success.

I am especially grateful to my husband Justin, who always had encouraging words and

supported the time I needed to complete this project. He is my rock, my best friend, and

someone I can always count on. I love you.

I am indebted to my advisor and teacher, Dr. David A. Johnson. His patience,

encouragement, and wisdom were endless. I truly am honored to have had the opportunity to

work with him and do not know how to really thank him for his time, knowledge, and

willingness to get me to the finish line.

I cannot forget my amazing parents, Bill and Mary Kay, who initially instilled the

importance of education into my life. Their support, encouragement, and never ending belief in

me got me through some of the rough times. I also want to thank my in-laws, fanlily, and friends

for their continued support.

I also appreciate the support of my employer, UW-Stout Housing, as well as my staff in

AFM. Lastly, I would like to thank UW-Stout Librarian, Jana Reeg-Steidinger, who helped me

find resources, understand AP A 6th Edition, and edit this paper.

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Table of Contents

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

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

List of Figures .................................................................................................................................. 7

Chapter I: Introduction .................................................................................................................... 8

Statement of the Problem ..................................................................................................... 8

Purpose of the Study ............................................................................................................ 9

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

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

Limitation of the Study ...................................................................................................... 11

Methodology ...................................................................................................................... 12

Chapter II: Literature Review ........................................................................................................ 13

Millennial Generation ........................................................................................................ 13

Helicopter Parents .................................................................................................. 14

Millennials in the Workforce ................................................................................. 15

Millennials and Failure .......................................................................................... 17

Millennials and Technology .................................................................................. 18

Learning Styles .................................................................................................................. 18

Andragogical Model .............................................................................................. 19

The need to know ....................................................................................... 19

The learners' self-concept. ......................................................................... 20

The role of the learners' experiences ......................................................... 20

Readiness to learn ...................................................................................... 20

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Orientation to learning ............................................................................... 21

Motivation .................................................................................................. 21

Revision of Bloom's Taxonomy ............................................................................ 21

Remembering ............................................................................................. 23

Understanding ............................................................................................ 23

Applying .................................................................................................... 23

Analyzing ................................................................................................... 23

Evaluating .................................................................................................. 24

Creating ...................................................................................................... 24

Undergraduate Learning ........................................................................................ 24

Millennial Learning Styles ..................................................................................... 25

Millennial Training ................................................................................................ 26

Training Delivery Methods and Techniques ...................................................................... 27

ADDIE ................................................................................................................... 28

Analysis ...................................................................................................... 29

Design ........................................................................................................ 29

Development .............................................................................................. 29

Implementation .......................................................................................... 29

Evaluation .................................................................................................. 29

Kirkpatrick's Four Level Evaluation Model.. ........................................................ 30

Reaction- Level One Evaluation ................................................................ 30

Leaming- Level Two Evaluation ............................................................... 31

Behavior- Level Three Evaluation ............................................................. 32

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Results- Level Four Evaluation ................................................................. 32

Chapter III: Discussion .................................................................................................................. 34

Limitation ........................................................................................................................... 34

Conclusions ........................................................................................................................ 34

Recommendations .............................................................................................................. 38

References .......... : ........................................................................................................................... 39

Appendix A: The Taxonomy Table ............................................................................................... 43

Appendix B: The Knowledge Dimension ..................................................................................... .44

Appendix C: The Cognitive Process Dimension .......................................................................... .45

7

List of Figures

Figure 1: Components of Data Analysis in an Interactive Model. ..................................... 12

Figure 2: Bloom's Taxonomy vs. revised Bloom's Taxonomy ........................................ 22

Figure 3: ADDIE ModeL .................................................................................... 30

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Chapter I: Introduction

The millennial generation or "Millennials" as they prefer to be called are individuals who

were born after 1980. This generation may also be known to some as GenY, Net Generation, or

Generation Me. They should not be confused with the GenX generation. Millennials are

currently entering the workforce and organizations that do not understand them will struggle.

Millennials, of course, are as individually varied in personality, intelligence, skill, and all

other human attributes as every generation that preceded them. But, as a generation, they share,

to a greater or lesser degree, certain characteristics that researchers have identified. Millennials

are focused, structured, and still have strong ties to their home life. They can be hard workers,

but because of the world they were raised in, are not the same type of worker that organizations

normally expect. Millennials do not respond well to micromanagement and will choose to leave

an organization quickly if they are not getting what they think they deserve out of the employer­

employee relationship without any guilt or sense of responsibility to the organization.

Millennials have a very distinct attitude that can be perceived as narcissistic, but when

handled correctly, will thrive and become excellent workers. Millennials are coming into the

workforce; good or bad, they are part of the workforce. Organizations must choose to work with

them or try to change them completely.

This chapter presents the problem and purpose, while delineating the study's objectives.

This study could be significant to those managers who are hiring Millennials.

Statement of the Problem

Organizations that are not satisfied with Millennials' performance in the workforce do

not understand that the Millennials themselves could be the solution. Millennials enter the

9

workforce with specific learning styles. Organizations that are struggling with Millennials need

to adapt their training models to best prepare Millennials for their jobs.

Purpose of the Study

This study will investigate the Millennial generation and how they learn. It

acknowledges that organizations have many training models available and will specifically

explore the ADDIE training model and Kirkpatrick's four level evaluation model. These two

models, along with literature on Millenniallearning styles will assist in answering a series of

research questions. The specific research questions are:

1. Who are Millennials?

2. What are Millennial generation learning styles?

3. How do organizations adapt training delivery methods and techniques to

Millennials?

4. How do organizations effectively evaluate Millennials after training to

demonstrate improved performance?

5. What are some recommendations for training the Millennial generation?

Assumptions of the Study

1. This study assumes that all Millennials have generational tendencies. Th ey are

technically savvy, born to baby boomer parents, and are narcissistic. They set

high goals for themselves and believe that anything they set their mind to is

achievable.

2. It also assumes that Millennials are wanted children with involved parents and

they have never lived in a time without computers or cell phones.

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3. Finally, this study assumes that many traditional organizations are struggling to

train and retain Millennials.

Definition of Terms

ADDIE. An acronym for an effective instructional design, that stands for Analysis,

Design, Development, Implementation, and Evaluation (Molenda, 2003).

Androgogy. "A set of core adult learning principles that apply to all adult learning

situations" (Knowles, Holton, & Swanson, 1998, p. 2).

Content Analysis. "A research technique for making replicable and valid inferences

from data to their context" (Krippendorff, 1980, p. 21).

Baby Boomers. People born between 1943-1960 (Strauss & Howe, 1991).

Gaming. The playing of video games (Merriam Webster, 2010).

GenX. People born between 1961-1980. Also referred to as the Thirteenth generation

(Howe & Strauss, 2000).

Helicopter Parents. Usually baby boomers who are parents of Millennials. They are

described as "hovering" over their children and are overly involved in most aspects of their

child's life (Twenge, 2006).

Kirkpatrick's Four-Level Training Evaluation Model. Donald L. Kirkpatrick's

simple and practical, four-level approach for evaluating training programs (Kirkpatrick, 1998).

Learning Styles. "An individual's mode of gaining knowledge; a preferred or best

method" (Dictionary. com, 2010).

Millennials. People born between 1982-2003. Also referred to as GenY, Net

Generation, N-Geners or Generation Me (Howe & Strauss, 2000).

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Organization. An administrative and functional structure such as a business (Merriam

Webster, 2010).

Pedagogy. The art and science of teaching children, based on a belief that the purpose of

education is the transmittal of knowledge (Farlex, 2010).

Quarterlife Crisis. "A response to overwhelming instability, constant change, too many

choices, and a panicked sense of helplessness" (Robbins & Abby, 2001, p. 3) of

twentysomethings after graduation.

Taxonomy. "The study of the general principles of scientific classification (Merriam

Webster, 2010)."

Traditionalists. People born between 1925-1942. Also referred to as the Silent

generation (Strauss & Howe, 1991).

Training Model. An organized way of conducting training that is based in research and

theory (Kirkpatrick, 1983).

YouTube. YouTube is a video sharing website on which users can upload and share

videos (Y ouTube.com, 2010).

Virtual Environment. A computer-simulated environment that simulates real world or

imaginary worlds, also referred to as virtual reality. Users interact through technological devices

(Virtual Reality, 2010).

Limitation of the Study

This study is qualitative and based on secondary resources that are dependent on the

accuracy of the data. The data may lack resources that have been peer reviewed (Karsnia, 2009).

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Methodology

This study will primarily be a focused literature review, with an emphasis on better

understanding the Millennial generation. The method of research is content and qualitative

analysis. Using content analysis as one technique assists in making the researcher objective and

systematic in approach as well as keeping the method replicable (Krippendorff, 1980). Using

qualitative analysis (see Figure 1), the researcher will conduct the following activities: data

reduction, data display, and conclusions: drawing/verifying (Miles & Huberman, 1994). Figure

1 provides a visual model of how the researcher analyzes the literature. It reflects how

qualitative data analysis is a continuous, interactive enterprise that flows in and out of data

collection (Miles & Huberman, 1994). The study will focus on the research questions and will

inevitably do data reduction in order to answer the questions as well as display the data in an

organized fashion and draw conclusions (Miles & Huberman, 1994). Through the content

analysis the researcher will recognize common themes and make recommendations. The

qualitative, interpretative research is mainly from secondary sources. Qualitative data provides

the researcher with identifiable processes, descriptions, and explanations that will assist the

researcher in going beyond the obvious to critically think on the topic and revise conceptual

frameworks in order to draw conclusions (Miles & Huberman, 1994).

Figure 1. Components of data analysis in an interactive model (Miles & Huberman, 1994, p. 12).

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Chapter II: Literature Review

Millennial generation literature is extensive and can be overwhelming. Millennials are

entering the workforce in large numbers and are not the same type of worker that organizations

have previously seen. Millennials are often times misunderstood, but once understood they can

be outstanding workers. Millennials require a different type of training because they learn

differently than past generations. This literature review explores Millennials, learning styles, and

training delivery methods in order to make connections to assist organizations in making

potential changes to ease the transition of these new employees.

Millennial Generation

Millennials were born in or after 1981 (Howe & Strauss, 2000). The exact year waivers

from author to author, but Howe and Strauss are well known for their research on generations

and they are consistent with 1981. Millennials should not be confused with the Gen-X

generation, also known as the "Thirteenth generation," born between 1961-1980 (Howe &

Straus,1991). Howe and Strauss (2000) generalize Milllennials as a group: "(They) are unlike

any other youth generation in living memory. They are more numerous, more affluent, better

educated, and more ethnically diverse" (p. 4).

The younger Millennials describe themselves as immersed in technology, multi-taskers,

and have the ability to accomplish anything they set their mind to. They genuinely like their

parents and their parents genuinely like them (USCMarshal, 2008). Non-millennials would

describe them as narcissistic, dependent, and unappreciative. Millennials have a sense of

entitlement mostly because of the way they were raised (USCMarshall, 2008). There are both

positive and negative reactions to this generation but no matter what the opinion, Millennials are

here to stay.

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Helicopter Parents. Baby boomer generation parents are being referred to as helicopter

parents. These parents are being criticized for not teaching their children how to develop certain

skills such as problem-solving, being independent, and making their own decisions

(ConnectWithKids,2009). Helicopter parents are very involved in their child's life, even beyond

their college years. This trend is not just found in the United States, but also in Europe. BBC

News has conducted news reports on this phenomenon as well and has even going so far as to

categorize these parents into three distinct groups: the agent, the white night, and the black hawk

Gohnbirtwistle, 2008).

Pete Markiewicz, author, teacher, and consultant, describes Millennial parents in an

interview (USCMarshall, 2008, 3:56) as:

Having more kids then (sic) people had for more than 15-20 years. They feel it

[the world now] is much more dangerous, so the way they react is by being very

protective to their kids, sheltering them to the harsher realities of life and

boost[ing] their self esteem and confidence. Telling them they are special and felt

there shouldn't be this harsh competition and that everyone is an individual.

Markiewicz (USCMarshall, 2008) also says during this interview that parents have a very close

bond with their children and are in constant communication with them.

ABC news has conducted many broadcasts on this topic which get uploaded to websites

like YouTube. A YouTube user called akashic2007, posted the ABC news broadcast

"Helicopter Parents" which discussed parent's involvement in their child's job search. A family

was interviewed and admitted to assisting their college graduate in her job search from helping

with the resume and cover letter down to the thank-you notes she wrote. The father stated: "we

are trying to raise this generation the way we wanted to be raised" (akashic2007, 2007). Ernst

15

and Young, a company that is getting a lot of parent involvement in the hiring process, started

handing out parent packs which include everything from what the company is about to the

benefits package. Ernst and Young believe that if the parents are going to be involved, they

should be well informed. Many other employers are receiving calls from Millennial parents in a

more negative light. Millennial parents are even calling to complain about how their children are

being treated at work (akashic2007, 2007). Millennial parents have the best of intentions, but

have failed to "teach their children proper workplace and social etiquette" (Alsop, 2008, p. 95).

Millennials in the Workforce. Millennials grew up in an environment where hard work

was always a part of their life. They enjoy structure, working in groups, seek being part of a

group and expect that group work will be a part of their job life. Markiewicz (USCMarshall,

2008) mentions that while Millennials were growing up, they experienced the change back to

standardize testing in schools, where grades mattered again. Millennials grew up in a world

where homework went from one to four hours per night, while they as individuals where still

heavily involved in after school activities just as the previous generation had been

(USCMarshall, 2008).

Millennials see their supervisors in more of a parental role because of the relationship

they have with their parents. Millennials feel a need to create a "bond with their boss"

(USCMarshall, 2008) which is different from other generations. Markiewicz (USCMarshall,

2008) discusses that when Millennials have a good relationship with their supervisor, they will

be very productive. Millennials also thrive on constant communication with their boss, as well

as praise (USCMarshall, 2008). They are also negotiators, which many consider to be very

disrespectful. Negotiation is not meant as a challenge, but rather a way of communicating with

their superiors.

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Millennials feel disappointed ifthere is no communication with their superiors. Tapscott

(1998, p. 209) clearly states that "this generation is exceptionally curious, self-reliant,

contrarian, smart, focused, able to adapt, high in self-esteem, and possessed of a global

orientation." These generational characteristics will be difficult in the work force when mixed

with current generation managers because Millennials will push for changes in organizations that

current managers see as unnecessary, too hasty or extreme. Millennials will oftentimes find

resistance to their suggested change, which will result in their quick disinterest and in leaving the

organization. If organizations choose to work against their suggestions, they will most likely

lose Millennial employees just as Tapscott describes. Mi1lennials come across as potentially

great employees on paper, but organizations may get frustrated with them quickly because of the

above stated tendencies.

Millennials work well in an organization that is flat. The hierarchy of some organizations

does not appeal to this generation because they feel restricted by the boundaries a hierarchy

creates. Millennials prefer to work in an open environment, where the team is the focus and

ideas flow openly.

Millennials are goal-setters and achievers, both personally and professionally. They live

in a world that is full of unrest, but have a very optimistic world of view. It may appear that they

set unrealistic goals, but they are always achievable in their minds. Alsop (2008) discusses that

Millennials have greater demands for flexible working conditions and rapid promotions than

traditionalists. They also have a tendency to switch jobs frequently because they are always

looking for ways to advance in their careers quickly. Robbins and Wilner (2001) note that

frequent job switching by Millennials is okay and has fewer stigmas than previously. Yet,

17

"twentysomethings should expect boredom as an inevitable part of the first stages of a career"

(Robbins & Wilner, 2001, p. 37).

Currently in the workforce, there are four different generations: traditionalists, baby

boomers, GenXers, and Millennials. Millennials desire a very diverse work environment. They

also "are worldlier in their experiences and perspectives, a valuable asset in an increasingly

global economy" (Alsop, 2008, p. 22).

Millennials value their personal lives and want the work place to be flexible to that need.

Most Millennials are putting off marriage, kids, and home ownership in order to have the

freedom to keep exploring both their careers and lives.

Many Millennials have a strong sense of community service and being involved in global

issues. This may seem contradictory to their generational characteristics, but they enjoy the

personal joy and recognition that community service offers.

Millennials and Failure. Millennials have a great fear of failure, but are sometimes

oblivious to the possibility. They have been told their whole lives that they can do anything they

set their mind to, failure really is not an option. So, when it happens, they don't know what to do

or have adverse reactions to it. Robbins and Wilner (2001) provide multiple examples of

Millennials that have failed but turned their failure into a learning experience. One instance,

describes a young Millennial who enters the U.S. Navy with the intent of being an engineer on a

submarine. This person struggled academically to pass the Navy nuclear power program but

eventually completed the training and ended up on a submarine, where he attempted to complete

the qualification process. He said: "after almost a year on board, and several failed attempts at

completing an oral board for my watch station, I was called in to the captain's stateroom and told

that I was being transferred off the boat, in the best interest of both myself and the boat"

18

(Robbins & Wilner, 2001, p.69). This Millennial was shocked that he didn't make it, but

continued to have an optimistic attitude about the experience. He ended the story with: "yes I am

still afraid of failing. But in accordance with old cliches, I am a better person for it. I certainly

will fail again. I set my goals and aspirations high enough that there is bound to be a time when I

will not reach them. But that's the only way I know how to do things" (Robbins & Wilner, 2001,

p.69).

Millennials and Technology. The Millennial generation has never known a world

without computer technology. Millennials use technology for everything. They use it as a tool

for socialization, communication, education, and entertainment. Millennials will go to

technology first before utilizing any other option. Their experience and ease with technology

leads to excellent multitasking skills. Multitasking is a great skill to have in the workplace and

an asset to this generation. Technology is important and enables Millennials to be in touch all

the time with each other. Millennials must feel part of a group. Not feeling part of a group is

much more of a problem for them than anything else (USCMarshall, 2008). This generation

also expects state of the art technology in their work environment. "They will consider poor

digital tools as cruel and unusual punishment" (Tapscott, 1998, p. 233).

Learning Styles

It is important to make a distinction between learning and education in order to

effectively move forward on any discussion of Millennial education and learning. Education is

an activity that is designed to effect change in knowledge, skill, and attitude; whereas, learning is

the act of behavioral change of knowledge, skill, and attitude (Knowles, Holton & Swanson,

1998). All individuals have different learning styles. Children learn differently from adults and

it is even being argued that undergraduates learn differently than adults and even Millennials

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learn differently than other generations. There is so much information out there it is hard to

know what to use when facilitating learning and what not to use. The following review of some

of that information can be instructive if adapted to the training of Millennials.

Andragogical Model. Initially the pedagogical model was the only learning model

available, where learners were submissive in the learning process (Knowles, 1996). Pedagogy is

the art and science of teaching children (Knowles, Holton & Swanson, 1998). Knowles (1975)

introduced the concept of self-directed learning which is based on the principle that people who

take the initiative in learning will learn more, be motivated to learn, and retain and make use of

the learning (Knowles, 1975). The theory behind self-directed learning comes from the word

andragogy (Knowles, 1975). Andragogy is the art and science of helping adults learn (Knowles,

Holton & Swanson, 1998).

As a result of Knowles' work, there are two models of learning: the pedagogical model

and the andragogical model. Initially, Knowles (1975) established five sets oflearner

assumptions: concept of the leamer, role oflearner's experience, readiness to learn, orientation to

learning and motivation.

Currently, the andragogical model delineates a set of six assumptions about adult learners

that lends itself to a different approach to helping adults learn. Pedagogy assigns the learning

facilitator the responsibility to make all the learning decisions; whereas, andragogy puts that

responsibility back onto the learner (Knowles, Holton & Swanson, 1998). The six adult learning

assumptions are:

1. Tile need to know. There is an assumption that adults need to know why

learning is important in order to want to learn. Adults will naturally put a lot

of time and energy in on their own if they have a strong sense of "need to

know." Learning facilitators may need to assist in raising the level of

awareness in order to achieve "need to know."

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2. The learners' self-concept. The second assumption in the andragogical

model is that learners need to be responsible for their own learning by being

self-directed. They do not like the feeling of "being taught." Adult learners

make an effort to learn when they become aware that a situation warrants

learning. Effective learning facilitators need to provide an environment of

self-directed learning, otherwise they meet resistance by the adult learner.

3. Tile role of the learners' experiences. Assumption three is that adults have a

multitude of experiences in their life. These experiences are largely a part of

their continued learning. These experiences can also create closed

mindedness because adults have a strong set of beliefs, values, and

perspectives. It is important for learning facilitators to have an understanding,

and to assist by emphasizing on individualization ofteaching and learning.

Adult learners respond well to peer to peer teaching and learning strategies.

4. Readiness to learn. The developmental tasks associated with moving from

one developmental stage to the next "an especially rich source of 'readiness to

learn'" (Knowles, Holton & Swanson, 1998, p. 67). The assumption that

adults need to have a readiness to learn comes from being ready for the next

step in life experiences. Adults do not want to learn something unless it is

going to be applicable in their life in the very near future. Learning

facilitators can help prepare for an individual's r,eadiness by providing

21

experiences that would let the individual know that another developmental

stage in life is forthcoming.

5. Orientation to learning. Assumption five explains that adults are situational

learners. Adults need to have a life-centered reason for learning that

motivates them. They will learn more effectively if the new knowledge is

applicable to a real-life situation (Knowles, Holton & Swanson, 1998). This

concept is extremely important. Learning facilitators will not have success if

they cannot show how the material will directly affect the learner's life.

6. Motivation. Motivation is the final assumption according to Knowles,

Holton, and Swanson (1998). Adult learners are mostly affected by internal

pressure motivators such as increased satisfaction and quality of life, but also

external motivators like promotions. Without motivation, there is no learning.

Once learning facilitators understand this important assumption, it creates an

avenue for assisting adults to learn.

Revision of Bloom's Taxonomy. Millennials coming into the workforce are familiar

with academic learning. Understanding academic teaching can help trainers adapt and transition

Millennials into any organization'S training. The academic world often uses Bloom's Taxonomy

to teach and ensure learning. Bloom's Taxonomy is a tool, mainly used in the classroom setting,

which creates a system for critical thinking and learning. The taxonomy was originally

developed by Benjamin Bloom and associates in 1956, and more recently revised by Lorin

Anderson and editors (Anderson et aI., 2001) to fit in with 21 st century teaching (see Figure 2).

Anderson and editors wanted to refocus learning facilitators' attention back to the original

Bloom's Taxonomy as something that is still useful today. They also felt a need to revise

22

because knowledge about how to prepare, practice, and plan for education developed along with

how learners grow and acquire information academically (Anderson et aI., 2001).

In the 1990s, a group of psychologists organized by Anderson, a former pupil of Bloom,

updated the Taxonomy model to reflect more current teaching and included verbs instead of

nouns (which were in the old model). The revised Bloom's Taxonomy utilizes the functions of

the cognitive domain (knowledge and understanding) to create a model in the form of hierarchy

(Overbaugh & Schultz, n.d.). The hierarchy is built on the complexity of cognitive process,

where understanding is more complex than remembering, and creating is more complex than

evaluating (Anderson et aI., 2001). This revised taxonomy allows for usage by a wide audience

and focuses on accountability (Anderson et aI., 2001). This revised model can be applied to the

training world, which makes for an easier transition for Millennials, but also provides

accountability within the learning process.

~ __ ~~~~ __ ~ vs. ~ ____________ ~

Figure 2. Bloom's Taxonomy vs. revised Bloom's Taxonomy. The left model is Bloom's Taxonomy and the right model is the revised Bloom's Taxonomy. These models are taken directly from the website of Richard C. Overbaugh and Lynn Schultz.

When using this taxonomy, there is first an objective similar to existing training models.

The objective describes an intended result/change and the statement usually contains a verb and a

noun (Anderson et aI., 2001). The dimension of the verb is the intended cognitive process and

the dimension of the noun is knowledge expected to acquire or construct (Anderson et aI., 2001).

In Anderson and editor's (2001) revised Bloom's Taxonomy Table (see Appendix A), there is a

23

knowledge dimension with four categories: factual, conceptual, procedural, and metacognitive

(Anderson et aI., 2001). These four categories are on a continuum from concrete to abstract.

The knowledge dimensions are briefly explained in Appendix B and are divided into major types

and subtypes. The six cognitive dimensions: remembering, understanding, applying, analyzing,

evaluating, and creating provide a set of classifications (see Appendix C). This is the outline of

the Taxonomy Table where objectives can now be placed into the framework in order to increase

understanding (Anderson et aI., 2001).

Remembering. Remembering is the first level of the revised Bloom's Taxonomy

and is located at the base of the hierarchical model. Remembering is the most basic step of

learning. Learners who are being taught under this model must remember or memorize the

information being taught in order to complete the level. As a learning facilitator, this level can

be measured by having the learners duplicate or repeat the material being taught.

Understanding. Understanding is the second level in the revised Bloom's model.

In the context of Bloom's revised Taxonomy, understanding occurs when a learner can explain

the ideas being taught. Learning facilitators can test the learner's cognition on this level, by

having the learner explain or report in his or her own words the ideas being taught.

Applying. Anderson (2001) explains applying as the level at which a learner can

use the new information being learned in a new way. This third level of the model is more

difficult than the previous level, and not all learners will make it to this level on every topic.

Learning facilitators can determine if learners are at this level by having them demonstrate or

illustrate the topic being learned.

Analyzing. Analyzing is the fourth level of the hierarchical model. In this level,

a learner must distinguish the different parts of the topic being taught. A learning facilitator can

24

identify if the learner is competent at this level by having the learner compare and contrast the

topic with another or observing the learner differentiating the topic from another.

Evaluating. Evaluating is the most common level for learning facilitators to

understand and know how to test. Evaluating, the fourth level, is described as the ability of a

learner to justify a decision on the topic being learned. Most often, the learning facilitator will

evaluate whether a learner is capable at this level through a written test or making a presentation.

Creating. Creating is the final level in the revised Bloom's Taxonomy model.

Creating is when a learner crafts a new view point or product, based on the information learned

from the other steps in the model. Learning facilitators can see this cognitive domain play out in

the form of a new development or design that the learner created based on the knowledge learned

about the topic.

Undergraduate Learning. Undergraduate learning is not the same as andragogy or

pedagogy learning. Terenzini explains that undergraduate learning is "a process of challenge and

response" (Terenzini, 1999, p. 34). Undergraduate learners need to be confronted by a problem

in order to want to respond and learn the outcome. "Students are not empty vessels to be filled.

They are major players in the creation of their own knowledge" (Terenzini, 1999, p. 37). It is no

longer about memorizing and regurgitating information, but more about learning experiences that

"adjust current knowledge frameworks and attitude of belief sets" (Terenzini, 1999, p. 40).

Undergraduate learners will learn and respond in a way that will actually change the course of

their lives.

This concept applies to training as well. If trainers have an understanding of how

learners learn, then training can become an easier process. Trainers may need to adapt how they

25

teach, communicate, and evaluate the information based on how Millenniallearners learn. One­

size-fits-all will not work.

Millennial Learning Styles. Millennials have multi-sensory engagement that comes

from multiple uses and experiences in a variety of medias. Millennials are comfortable and

confident with technology; they expect to work with it (McAlister, 2009). McAlister (2009)

suggests that while Millennials are multi-taskers, that does not mean that they are efficiently

retaining information. Studies have shown that learning suffers when "one is attempting to

process several layers of unrelated information at once" (McAlister, 2009, p.l5). Multitasking

lends itself to a trial and error type oflearning which means that "our multitasking students run

the risk of learning more slowly than those who concentrate on a single activity" (McAlister,

2009, p.15).

It is important to incorporate teamwork into Millennial's learning as they value, desire,

and expect it. Millennials are multi-taskers, so short lessons with minimal distractions will be

the most successful for this generation. Millennials also prefer an individualized education that

is specific to their individual needs instead of a "one- size-fits-all courses of fixed length,

content, and pedagogy" (Dede, 2005, p. 8). Millennials excel in virtual environments because

they enjoy the sense of virtual presence and augmented realities, but it is not psychologically

immersive for them (Dede, 2005). Dede (2005) suggests that Millennials don't necessarily have

a defined identity, but instead "express varied aspects of their multifaceted identities through

alternate extended experiences in distributed virtual environments and augmented realities"

(Dede, 2005, p. 8). Millennials are like chameleons and can adapt their personality to

environments and feel more complete if they can express all facets of their identity.

26

Millennials struggle with problem-solving skills. Augmented realities provide a lifelike

problem-solving situation (Dede, 2005). Having a virtual learning environment deepens

education because it provides virtually unlimited resources. Creating a virtual learning

environment can create a reality without disaster. A virtual leaning environment supplies

unlimited resources, with the ability to try things out but not have real effects. "Frequent learner­

initiated assessments will provide formative feedback on instructional effectiveness" (Dede,

2005, p.11).

Millennial Training. Millennials have a different work ethic. They have always been

told they are great and can do anything they set their minds to. This mentality has translated to

them that they can have high level positions at young ages. They set their goals high, and it is

difficult to change their goal-oriented minds.

Millennials may not see the importance of training. They may see a better use of their

time in just jumping into the work and training as they go. One company commented about

these new attendees: "Trainees were text messaging one another, talking to each other, and

seemingly not paying attention to what was being taught" (Hanna, 2009, p.2).

Millennials require a different approach when it comes to training. Training Millennials

is most effective when technology is heavily used, training sessions are interactive, and original

(Hanna, 2009). It will also help if training sessions are shorter and have rewards for the

attendees' at the end. The article "Is Your Firm Ready to Make Learning High-Tech & Fun?"

(2007) discusses the idea of training through gaming. The new and upcoming training

technology is to use the technology and ideas of gaming and turn it into how Millennials are

trained. The research supports this type of learning tool and even says it is possible to evaluate.

27

This type of training is very expensive, but is well received by a generation that spends more

time playing video games than they do watching movies ("Is your firm," 2007).

Millennials are the majority of new hires to organizations. Organizations are learning

that having new-hire orientation training for Millennials can be useful (Tyler, 2008). Tyler

(2008) suggests the following topics as an outline for this type of training: dressing

professionally, professional etiquette and good customer service, written communication,

confidentiality, accepting and giving criticism, and critical-thinking skills. This training may

appear juvenile, but Millennials do not understand that their generational characteristics come

across as lazy, incompetent, and inappropriate in the workplace. Millennials respond to clear

expectation and rational reasoning. Millennials need specific examples in order to change any

unwanted work behavior. They are quick to learn and respond, but lack initiative. Tyler (2008)

also explains that Millennials require clear boundaries and consequences to failing to adhere to

boundaries and expectations. Millennials may respond well to computer-based training, but face

to face training can keep their attention and assist the trainer in assessing needs and deficiencies.

Millennials also respond well to group activities, problem-solving, and critical thinking activities

as well as interactive exercises, peer teaching, and hands on practice (Tyler, 2008).

Training Delivery Methods and Techniques

Training starts with theory and design. It is important to take time to develop a training

design or use a specific model. Organizations use a multitude of training models and no one

model is better than another. Training is meant to teach a specific set of skills and/or tasks

related to ajob. The trainer also needs to determine if those specific skills and/or tasks are

actually learned. This happens in the form of training evaluation. Training has a set of objectives

that keep the training aligned with the end results of the training.

28

Using a training model keeps the training focused and on track. "The purpose of a model

is to convey key concepts and processes to be included in a particular approach" (Molenda,

Pershing, & Reigeluth, 1996, p 268). The ADDIE model is a well utilized example of a training

design model that does not have one author but rather "evolved informally through oral

tradition" (Molenda, 2003 p. 35). Donald L. Kirkpatrick has a well developed and generally

used evaluation model. Sticking with a solid model is still a good idea with Millennials, but

tweaking the model to fit their learning styles is important to their success.

When it comes to selecting a specific training method, it is important to know the

audience and what level of expertise they already have (Werner & DeSimone, 2009). Training

delivery methods are divided into three categories: on-the-job, classroom, and self-paced. On­

the-job (OJT) training includes techniques such as job instruction training (JIT), job rotation,

mentoring, and coaching. Classroom method includes five techniques: lecture, discussion,

audio-visuals, experimental, and computer-based. Self-paced method incorporates paper-based

training, as well as computer-based training (Werner & DeSimone, 2009). Methods and

techniques can be mixed and matched, but should follow a particular design.

Instructional system design (ISD) models have the following qualities: systematic,

systemic, reliable, interactive, and empirical (Molenda, Pershing, & Reigeluth, 1996). ISD

models also have possible problem areas which are: gaps in how to implement, trainers do not

have adequate knowledge and skills as well as trainers are not properly applying the models, and

overproceduralization (Molenda, Pershing, & Reigeluth, 1996). ISD models suggest what to do

and when to do it, but less on how to do it (Molenda, Pershing, & Reigeluth, 1996).

ADDIE. ADDIE is an acronym for Analysis, Design, Development, Implementation,

and Evaluation (Molenda, 2003). This model is a linear process for instructional system design

29

(ISD) that is also interactive (Molenda, 2003). The ISD model most often depicted is seen in

Figure 3.

Peterson (2003) provides a framework that was used in planning an instructional design

course. This framework described the ISD ADDIE model in regards to phases. Those phases

are described as:

Analysis. Phase one, analysis, is conducted first. In the analysis phase, a needs

assessment is conducted to determine the needs of the target audience. Standards and

competencies are examined in order to establish trainees need. Workforce analysis is necessary

to identify instructional content.

Design. In this phase, trainers plan, research, and identify training objectives.

They also establish training methods and techniques. The analysis, done in phase one, is used in

this phase. Assessment is designed as well in order to make training meaningful.

Development. During Development, the results from the previous two phases are

used to develop training materials. "This transitional stage transforms the designer's role from

research and planning to production mode" (Peterson, 2003, p.231). The development phase

emphasizes three areas: drafting, production, and program evaluation. This phase allows the

trainer to develop or select their materials. Formative evaluation is conducted in order to ensure

that learning can happen from the materials.

Implementation. Implementation phase is when the training actually takes place.

The trainer uses the materials developed to implement the design. Formative evaluation is

conducted again in this phase, so that in the future the training can be adjusted.

Evaluation. Formative evaluation is conducted throughout all the phases, but

summative evaluation happens at the completion of the training program. During evaluation, the

30

trainer is solving problems and making necessary changes. Evaluation is an integral part to the

success of any training program.

IFigUre 3. ADDIE Model (Molenda, 2003).

Kirkpatrick's Four Level Evaluation Model. Training evaluation provides information

about the impact of the training process and also helps the trainer decide whether to continue or

change the training program. Donald L. Kirkpatrick created a four level training evaluation

model to determine training program effectiveness in the classroom and back on the job.

Reaction~ Level one evaluation. Evaluating reaction in a training program

"measures how those who participate in the program react to it" (Kirkpatrick, 1998, p. 19).

Kirkpatrick describes the reaction level as "the same as measuring the feelings of the conferees.

It is a measure of customer satisfaction" (Kirkpatrick, 1983). This evaluation is simple, should

happen immediately after the training occurs, preferably before the attendee's even leave the

training, and is based on attendee's like or dislike of the training program. The evaluation tool

should be short, no longer than one page, and have both closed and open-ended questions. The

closed-ended questions must have a standard scale and the open-ended questions must have

room for comments so the attendees can provide reasons why they evaluated the way they did.

31

Measuring the training program is important for a number of reasons: it is valuable feedback that

provides comments and suggestions for future trainings, it sends the message that the trainers

care and want the attendees to do well in their job, and it provides qualitative data that the trainer

can use to establish future performance standards. It is important for the trainer to know if the

attendees liked or disliked the training program because a "positive reaction may not ensure

learning, but negative reaction will almost certainly reduce the possibility of its occurring"

(Kirkpatrick, 1998, p 20).

Learning- Level two evaluation. The second level of Kirkpatrick's model is

learning. This stage of evaluation determines, "what knowledge, attitudes, and skills were

learned in the training program" (Kirkpatrick, 1983). Every training program needs to have

objectives and all learning objectives should be either about knowledge, skill, or attitude.

Evaluating learning is much more difficult and time consuming than evaluating reaction.

According to Kirkpatrick (1998, p. 40), the guidelines for evaluating learning are:

1. Use a control group if practical.

2. Evaluate knowledge, skills, and/or attitudes both before and after the program.

3. Use a paper-and-pencil test to measure knowledge and attitudes.

4. Use a performance test to measure skills.

5. Get a 100 percent response.

6. Use the results of the evaluation to take appropriate action.

This type of evaluation should happen at both the beginning and the end of the training program

in the form of written and hands-on examinations. It is best if this post-training examination can

be compared to a pre-test. The pre-test should be exactly the same as the post-training

examination, but given to the attendee at the beginning of the training program. Comparing pre-

32

test and post-test results lets the trainer know if knowledge, attitudes, and/or skills were learned

as a result of the training program. Learning and behavior evaluation go hand in hand. If the

trainer cannot observe behavior change, it can be concluded that minimal learning took place.

Be/tavior- Level t/tree evaluation. The third level of Kirkpatrick's model is on­

the-job behavior change. Kirkpatrick defined this as "the extent to which students use and apply

what they have learned in their work" (Lee & Nelson, 2006). The trainer will also have to

encourage intrinsic rewards (inward feelings of satisfaction) and extrinsic rewards (outside

satisfaction for good behavior, i.e. verbal recognition, pay increase, or empowerment). Behavior

happens while on the job and cannot be effectively evaluated until six weeks to three months

after training. Evaluation can be in the form of interviews, survey questionnaires, or both

(Kirkpatrick, 1998). Six weeks to three months after the training program allows time for the

attendee to apply the learned information, the opportunity to change behavior as the attendee

feels comfortable, and/or allows the attendee to decide that they will continue to change the

behavior as a conclusion of positive results. It will also be important to survey not only the

attendees but also their immediate supervisor(s), the attendees' subordinates, and others who

observe the attendee's behavior (Kirkpatrick, 1998). To evaluate this level, it is important to be

in the attendees work environment, evaluate before and after the training program and repeat the

evaluation at appropriate times (Kirkpatrick, 1998). The purpose of this evaluation is to see the

extent to which training had a direct correlation to a positive change in attendee work behavior.

Results-Level four evaluation. The final level of evaluation in the Kirkpatrick

model is results. Results are business outcomes and include: "improved profit, reduction of

costs, reduction in turnover, and absenteeism," among many other operational examples

(Kirkpatrick, 1983). This type of evaluation is an organization's return on investment (ROI) and

33

answers the question: Was the training worth it? According to Kirkpatrick (1998, p. 61), the

guidelines for evaluating learning are:

1. Use a control group if practical.

2. Allow time for results to be achieved.

3. Measure both before and after the program if practical.

4. Repeat the measurement at appropriate times.

5. Consider cost versus benefits.

6. Be satisfied with evidence if proof is not possible.

Level four evaluation should occur no earlier than nine months to a year after completing the

training program. The trainer needs to consider all the factors that are involved in evaluating

results in order to receive the proper results for that particular training (Kirkpatrick, 1998). This

type of evaluation can be collected in a variety of ways, such as: profit, employee company

evaluation, and on the job evaluation. The important thing with this very challenging final

evaluation is that the trainer is collecting the correlating results with the material trained.

Kirkpatrick's four level evaluation model is both time-consuming and purposeful. Most

training programs usually have level one, while some training programs have level one and level

two. Few training programs complete through level three, and even fewer go so far as to

complete through level four. These levels require concepts, theories, and techniques described

specifically by Kirkpatrick for proper implementation (Kirkpatrick, 1998). In the words of

Kirkpatrick (1998) "evaluation is both a science and an art."

34

Chapter III: Discussion

With so much literature on Millennials, training, and learning styles, it is easy to be left

overwhelmed and confused. This study investigated the Millennial generation and how they

learn. This study acknowledged that organizations have many models for training but

specifically explored the ADDIE training model for its versatility as well as focused in on

Kirkpatrick's four level evaluation model. These two models along with literature on Millennial

learning styles will assist in answering a series of research questions.

Limitation

This study is qualitative and based on secondary resources that are dependent on the

accuracy of the data. The data may lack resources that have been peer reviewed (Karsnia, 2009).

Conclusions

This research investigated the Millennial generation and how they learn by answering

five research questions.

Q 1: Who are Millennials?

Millennials were born after 1980 and have a sense of entitlement. They are focused,

structured, and have strong ties to home life. They have parents like no other generation has had

before, because they are extremely involved and strong advocates for their Millennial children.

Millennials "are numerous, more affluent, better educated, and more ethnically diverse" (Howe

& Stauss, 2000, pA). They are multi-taskers who are immersed in technology and have an

unrealistic sense of failure. They believe and have been told that they can do anything they set

their minds to as long as they try hard. They are excellent negotiators. They thrive with

communication via technological avenues but can lack face to face interpersonal skills.

35

Millennials are entering the workforce in large numbers. They don't have the same

concept of workplace etiquette as organizations have seen in the past. Millennials prefer a work

environment that heavily involves team work, open-communication, and a flat-structured

organization. Millennials are misunderstood, and oftentimes, given a bad name. Millennials

have a very distinct attitude that can be perceived as narcissistic, but when handled correctly,

will thrive and become excellent workers.

Q2: What are Millennial generation learning styles?

Millennials respond well to andragogicallearning, where they are in control of their

learning. Millennials expect to be using technology while learning and that learning is a team

centered peer-to-peer activity. They are hands-on and prefer short lessons with minimal

interruptions. They appear to be multi-taskers, but when they are learning, they respond better to

face-to-face interaction and learn faster with minimal distractions. Millennials are not good

problem-solvers, and therefore, need to have that incorporated into their learning to continue

developing their skill set. Millennials need to have clear expectations that are laid out so they

know the what, the how, and the why. They respond well to reason. Millennials have an

adjustment period and are transitional learners.

Millennials are advocates for change and want their voices and opinions to be heard. It is

a function of their learning to be a part of change and will be more invested if they have assisted

in implementing change. Millennials need to have clear boundaries so they can focus in on

learning. It is helpful if they are provided with clear expectations, objectives, and policies on

proper communication. They thrive on communication, but communicate differently than other

generations that are currently in the workplace.

36

Q3: How do organizations adapt training models to Millennials?

Millennials like familiarity. Organizations can continue using instructional system

design (ISD) models, such as ADDIE, as long as they adapt a few things to Millennials.

Organizations can adjust their training models by including familiar teaching techniques, such as

Bloom's Taxonomy and andragogical theory, that Millennials recognize in order to help them

transition.

Training programs might think about increasing problem-solving as well as building in

realistic failure scenarios in delivery techniques, as well as utilizing the literature on helicopter

parents during the analysis phase. Millennials thrive on structure, boundaries, and technology

which are all components of a good ISD modeL

Organizations can also add a newcomers' orientation to their training model that is

specific for Millennials. The orientation will need to train on clear expectations, the structure of

the organization, and particular skill sets the organization needs in every employee. Millennials

also respond to self-created goals that are followed up with later.

Q4: How do organizations effectively evaluate Millennials after training to show improved

performance?

Kirkpatrick's four level evaluation model is a very effective tool that will work with

Millennials and their characteristics. They will enjoy providing their opinion during the

Reaction level, do a little negotiating during the Learning level, look forward to the follow up in

the Behavior level and finally be interested to know how the puzzle fits together during the

Results level. Millennials thrive on structure, and evaluation provides that needed structure.

Organizations will need to learn about allowing for some negotiation from Millennials

during the change in behavior process. It is a technique they use to learn and communicate.

37

Lastly, organizations should allow Millennials to do personal goal setting. Millennials may set

unrealistic goals, but it is a good activity for them to evaluate themselves.

Q5: What are some recommendations for training the Millennial generation?

• Organizations who hire Millennials need to think about how they are going to address

parents. They could opt to include parents either a little or a lot. Organizations will need

to decide how they are going to handle parents that do try to "get involved" in their

Millennials workforce experience.

• Organizations will see happier and more dedicated Millennial employees if they can

assist Millennials in "buying into" the organization. Millennials want to be part of "the

group" and so will be dedicated employees ifthey buy into the organization's values and

mlsslOn.

• Millennials are optimistic by nature and often times do not understand failure.

Organizations can use this to their advantage.

• Millennials adapt quickly to technology, therefore using technology, such as computer

based agents, is easy for Millennials to adapt to and learn from.

• Millennials work well in team-based working environments. This can be created face-to­

face, but Millennials will also respond well to virtual environments. Trainers may have

to unlearn what comes naturally to them in order to adapt. Trainers can adapt the idea

that Dede (2005) offers, which is to co-design, co-instruct, provide guided learning-by­

doing pedagogies, and assessment beyond tests and papers.

• Organizations may find it helpful to study current teaching models, such as the revised

Bloom's Taxonomy Model (see Appendices) to assist in transitioning Millennials into the

training world.

38

• Organizations may want to reconsider how they presently train supervisors of

Millennials. Millennials are better workers when they have a "bond with their boss".

This is often unfamiliar territory for supervisors.

• Millennials are often misunderstood by other generations. Providing support in the way

of education to those Millennial colleagues may be helpful.

• Trainers of Millennials might think about creating new-hire training. This training would

pay close attention to Millennial characteristics and provide a creative and effective

learning environment that corresponds with the organizations goals, values, and

environment. This training could help prevent typical Millennial generation downfalls in

the workplace. Using Kirkpatrick's four level evaluation model will assist in determining

if this new-hire training is effective and worthwhile. Millennials will respond well to the

follow-up that this model requires.

• Provide opportunities for Millennials to do personal goal setting and then revisiting those

goals to see achievements or areas of improvement, growth, and education.

Recommendations

Millennials are a complex generation but they are here to stay. They are new to the

workforce and much research on them is still ongoing. The researcher recommends continued

literature review on the topic of Millennials and training. Because the existing literature is

general, organizations would benefit from conducting their own survey and research to narrow

the literature down. The information gathered would be organization specific instead of general,

thereby being applicable immediately.

39

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Appendix A: The Taxonomy Table (Anderson et aI., 2001)

I The Cognitive Process Dimension

I

The Knowledge 1. 2. 3. 4. 5. 6.

Dimension Remember Understand Apply Analyze Evaluate Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Meta-cognitive Knowledge

44

Appendix B: The Knowledge Dimension (Anderson et aI., 2001)

BA. Knowledge of classifications and categories

BB. Knowledge of principles and generaliza tions

Be. Knowledge of theories, models, and structures

CA. Knowledge of subject-specific skills and algorithms

Ca. Knowledge of subject-specific techniques and methods

Ce. Knowledge of criteria for determining when to use appropriate procedures

DA. Strategic knowledge

DB. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

De. Self-knowledge

Periods of geological time, forms of business ownership

Pythagorean theorem, law of supply and demand

Theory of evolution, structure of Congress

Skills used in painting with water colors, whole-number division algorithm

Interviewing techniques, scientific method

Criteria used to determine when to apply a procedure involving Newton's second law, criteria used to judge the feasibility of using a particular method to estimate business costs

Knowledge of outlining as a means of capturing the structure of a unit of subject matter in a text book, knowledge of the use of heuristics

Knowledge of the types of tests particular teachers administer, knowledge of the cognitive demands of different tasks

Knowledge that critiquing essays is a personal strength, whereas writing essays is a personal weakness; awareness of one's own knowledge level

45

Appendix C: The Cognitive Process Dimension (Anderson et aI., 2001)

CATEGORIES

& COGNITIVE ALTERNATIVE

PROCESSES NAMES DEFINITIONS AND EXAMPLES

1.1 RECOGNIZING Identifying Locating knowledge in long-term memory that is consistent with presented material (e.g., Recognize the dates of important events in U.s. history)

1.2 RECALLING Retrieving Retrieving relevant knowledge from long-term memory (e.g., Recall the dates of important events in U.s. history)

r-,~~~~~~~~~~~~~~--~~~ /,.:, ':,e:> >;;,': ':Y'>:;'(/;;: ::: . " ... , .. ·':·>;;,:;';;';:<;5:;::;';>.;;;,:;;:,:;~;. ;:;::;';;;;:t;';:.j:;5/<i::(;;~;:{,;<~;:~>i~;;;~::; ·:2~·':y~.DER~:r~"'~~lWt:rU<ct1l;l~~ni!.1g!fr~m~ns.~t:4~q;p:C1),il~w~s.age!)fmS#1f:iWg$!~J!&,t;i~~ij.tW.g:,;,:~:: ;: ..• ,,:;:,,;;.,. /:;.::,gr,apflie:komri~U1W~ti()n/; '<:'A;;~:;~":;<;;\ :>;.)/::'", <,>,~::;:;>,::;>.;;>;:;:;>;.: 2.1 INTERPRETING Clarifying,

paraphrasing, representing, translating

2.2 EXEMPLIFYING Illustrating, ins tan tia ting

2.3 CLASSIFYING Categorizing, subsuming

2.4 SUMMARIZING Abstracting, generalizing

2.5 INFERRING Concluding, extrapolating, interpolating, predicting

2.6 COMPARING Contrasting, mapping, matching

2.7 EXPLAINING Constructing models

Changing from one form of representation (e.g., numerical) to another (e.g., verbal) (e.g., Paraphrase important speeches and documents)

Finding a specific example or illustration of a concept or prin­ciple (e.g., Give examples of various artistic painting styles)

Determining that something belongs to a category (e.g., Classify observed or described cases of mental disorders)

Abstracting a general theme or major point(s) (e.g. Write a short summary of the event portrayed on a videotape)

Drawing a logical conclusion from presented information (e.g., In learning a foreign language, infer grammatical principles from examples)

Detecting correspondences between two ideas, objects, and the like (e.g., Compare historical events to contemporary situations)

Constructing a cause-and-effect model of a system(e.g., ex­plain the causes of important 18th Century events in France)

~~-:-.~. '~~~CC-.-'-:"";--:' -;_"-"--:.'-. -., -,,-, 7::\:':-;O:.~':-">_';~';-c. '-{h:7. -,:,:-: ·C-;-~-.-:-f,--~~ " ~'./"·,~~:_<~~~:_I>:.,,. __ ,~":;'_ <~ ",!/".:<"" <:" '/:;'..-',' ; ,<! ",',~,. "", , ";~' >~.:~;:~;

~.'>A~.PLv~CatrYB~t9r;;1l$e ~prpcedwe.it\~.g~v~n$ltq~tign\:,;:;.), .. :~:;;,·~·;:;·.:;.:·,~;~:.I;;:/::~l(:.·J;::iiiD',i:ff~! 3.1 EXECUTING Carrying out Applying a procedure to a familiar task (e.g., Divide one

whole number by another whole number, both with multiple digits)

3.2 IMPLEMENTING Using Applying a procedure to an unfamiliar task (e.g., Use New­ton's Second Law in situations in which it is appropriate)

46

Appendix C: The Cognitive Process Dimension continued (Anderson et aI., 2001)

CATEGORIES

& COGNITIVE

PROCESSES

4.1 DIFFERENTIATING Discriminating, dis tinguishing, focusing, selecting

4.2 ORGANIZING Finding

4.3 ATTRIBUTING

5.1 CHECKING

5.2 CRITIQUING

PLANNING

PRODUCING

coherence, intergrating, outlining, parsing, structuring

Deconstructing

COOl'dina ting, detecting, monitoring, testing

Judging

Designing

Constructing

Distinguishin.g relevantfr()tri irrelevi;ll1t parts or ill!por­tant from ununportantparts of presented material (e,g., Distingtrish between relevant and irrelevant numbers in a mathematical word problem)

Determining how elements fit or function within a structure (e.g' l Structure evidence in a historical description into evidence for and against a particular historical explanation)

Determine a point of view, bias, values, or intent under­lying presented material (e.g., Determine the point of view of the author of an essay in terms of his or her political perspective)

Detecting inconsistencies or fallacies within a process or product; determining whether a process or product has internal consistency; detecting the effectiveness of a pro­cedure as it is being implemented (e.g., Determine if u scientist's conclusions follow from observed data)

Detecting inconsistencies between C1 product and exter­nal criteria, determining whether a producl has exter­nal consistency; detecting the appropriateness of a pro­cedure for a given problem (e.g., Judge which of nyo methods is the best way to solve a given problem)

Coming up with alternative hy}iotheses based on criteria (e.g" Generate hypotheses to account for an observed phenomenon)

Devising a procedure for accomplishing some task (e.g., Plan a research paper on a given historical topic)

a product (e.g., Build habitats for a specific