1. July 2014 Volume 9, Page 1
Generational Instructional Design Strategies:
Building a Generational Approach to Address Unique Learning Differences
Interview Conducted By Jane Ryan, TrainingPros Relationship Manager
In June 2014, Jane Ryan, a
TrainingPros Relationship
Manager serving the Dallas-
Ft. Worth markets, sat down
with Glen B. Earl,
PhD., Organizational
Development Specialist in
the Office of Talent
Management, Parkland
Hospital and Healthcare System, Dallas, Texas. Dr.
Earl is also the co-author of Exiting Oz: How the
New Generation Workforce is Changing the Face of
Business Forever & What Organizations Must Do to
Survive Thrive.
Dr. Earl responded to several questions that Ms.
Ryan posed as they discussed how to flex
instructional design to the various needs of
generational learners. One of the biggest issues
impeding effective learning and development
professionals and organizations is the ability to
engage a multigenerational workforce (Boomers to
Millennials and in between) and achieve desired and
necessary developmental learning outcomes. This
article will focus on instructional design strategies to
build a blended approach to learning that will
address the unique needs of a multigenerational
workforce.
In Volume 2 of TrainingPros Learning Perspectives
article series, the topic of multigenerational learning
(the What) discussed workforce demographics and
learning styles. In Volume 9, this article and
interview expands upon this information by looking
at strategies for instructional design that can be
implemented to reach generational and diverse
workers’ learning needs in new ways (the How).
Ms. Ryan: How can organizations address learning
and development needs of a mutigenerational
workforce?
Dr. Earl: A truly blended approach has to be varied,
balanced between touch and technology. Taking into
consideration the different generational learning
needs and preferences in all the learning programs.
Ms. Ryan: Do you believe a fresh look at
Instructional Design for learning and development is
needed to address a mutigenerational workforce?
Dr. Earl: Yes. Multigenerational workers have
different views, needs, and values in life. Their
preferences are so strongly imbedded that they
won’t change—therefore organizations need to
change and adapt. Adults get their worldview from
adolescence. Emotions are stronger and do not
dissipate.
Ms. Ryan: Is there a particular framework you use
as it relates to multigenerational workers?
Dr. Earl: Yes. For example, Baby Boomers grew up
with Traditionalist parents who forged through the
great depression passing down the importance of
money. Their core beliefs on how they view the
world will never change. They need ID that provides
intrinsic value to feel fulfilled on a personal level.
Boomers are low technology and high touch.
Gen X prefers to be autonomous. Understanding
these were the “latch key” generation who grew up
becoming very independent due to a time when
many households had both parents working – a
change from traditionalists and many Boomers. They
are self-reliant. ID cannot be designed to “tell them
what to do” rather “tell them what they need to know
and learn and provide the tools for them to do it on
their own.” ID needs to be self-paced and self-
directed. They are leery of authority because their
generation experienced a world event watching their
parents get laid off and many divorced making them
skeptical of corporations producing a lack of trusting
those companies. Gen X prefers autonomy vs.
authority; maverick vs. mandated; self-reliant vs.
required. They only want training that is needed to
do their job and it needs to be designed so that it is
“self-paced and experiential”. Also, include
computer-based training opportunities, as this is

2. July 2014 Volume 9, Page 2
their preferred tool to learning. Gen X learners are
low touch and low technology.
Gen Y (Millennials) enjoys group learning with high
technology and high touch. They grew up in the age
of technology and use of iPhones, iPad,
smartphones, online games, etc. They need ID that
is collaborative and continuous with milestones or
“nuggets” where their efforts are rewarded for
participating and contributing. Gen Y grew up in an
environment where every child received an award if
its team won or lost. Gen Y learners are high tech
and high touch.
Focus on major learning styles i.e., aural, visual, and
kinesthetic as well as measure and evaluate
learning outcomes. It is important to consider and
incorporate all learning styles when building
instructional designs.
Learning Styles:
Boomers – value learning that provides an
environment where they have time to focus on what
they think and feel about what is needed to achieve
outcomes
Gen X – value learning knowing what is required to
achieve outcomes.
Gen Y – value learning in bite size segments with
instant gratification when completed.
Measure and Evaluate: Well-designed assessments
are a way to measure whether learning outcomes
are being achieved and evaluating the progress
being made. When designing assessments for a
multigenerational workforce it is important to take
into consideration and understand the individual’s
learning style. For example consider Gen Y who
appreciates positive feedback that in turn reinforces
their learning. Assessments should reflect the
desired learning outcomes of your instructional
design and business objectives.
When evaluating progress of learners designing
assessments that are continuous and provides
guidance for improvement that can be applied as
well as identifies what changes and modifications
are needed to ID to effectively address the unique
needs of the multigenerational workforce.
Ms. Ryan: What are your thoughts on building a
blended multigenerational learning approach to meet
individual needs without losing ROI of L&D budgets?
Dr. Earl: Here are some examples of ID that can be
applied:
Baby Boomers learn through group dynamics and
project teams.
Gen X learns through self-paced on the job training
and learning through experiential experiences.
Gen Y learn by doing and immediate positive
feedback. They enjoy collaborative teamwork and
collectivist projects and events.
Using a community involvement project analogy of a
homeless shelter:
Boomers will discuss their approach and options
building consensus and approach. They will build a
case study based on societal influences and talk
about what they like that stimulate their thinking.
Gen X wants to know the logistics of the community
project and desired outcomes and then determines
their own approach. They may want to do one-on-
one interviews with homeless and then build a plan
to implement or not.
Gen Y want to feel part of a team and enjoy feeling
good about their contributions and experiences
shared.
Ms. Ryan: What technology do you believe are a
good investment for delivering instructional designed
content to multigenerational workers?
Dr. Earl: Understanding your audience and their
unique learning styles dictates use of technology.
For example, Boomers need blended learning that is
moderate – high touch and low tech and need time
to discuss and ponder, contemplate requirements –
they appreciate discussing and critiquing what was
needed pre and post project. Gen X need blended
learning that allows for their autonomy and self-
direction – high tech and low touch and do not need
recognition – they know they did or did not achieve
what was needed. Gen Y need blended learning
that is high tech and high touch and comes in short
intervals with recognition.

3. July 2014 Volume 9, Page 3
Putting it All Together
As workforce demographics shift more rapidly, organizations will benefit from a more blended multigenerational
approach to their learning and development programs to better address the unique differences and needs of their
multigenerational workforce. Understanding the unique strengths of a multigenerational workforce is the first step.
The following table provides ideas and approaches to consider when you are creating instructional design for a
multigenerational workforce:
TrainingPros works closely with learning and development departments of large organizations to identify, attract,
and support leading contract specialists for focused training and development engagements. A proprietary on-
boarding process led by experienced relationship managers helps ensure the right personnel for the job.
If you would like more information about TrainingPros’ expertise in instructional design techniques or any other
services we offer our clients, please visit training-pros.com/services.
TrainingPros President Steve Kapaun welcomes your feedback at steve.kapaun@training-pros.com.