Generational theory is for all intents and purposes deceptively simple yet the effects of intergenerational differences on training within the workplace are anything but simple and increasingly are having a profound effect on the roll-out of training in organisations. This is prompting those responsible for the training portfolio to reassess how to train, how often and in what subject.

Gone are the days of pure technical training where the outcome is centered on learning a skill intended to directly improve performance on the job. The need for increased emotional intelligence in the workplace has brought about a far greater need for programmes that offer development in areas like assertiveness skills, negotiation and how to handle difficult conversations which are aimed at Engineers and Sales Consultants alike. So while course content needs to be relevant to the job at hand, it should also bear relevance to personal lives which are as, if not more, important.

Traditional classroom learning too is being tossed out of the proverbial window. The new buzz word is impact learning, which requires trainers and teachers to act as facilitators – knowledgeable experts who, while imparting course content, develop relationships with their delegates, entertain and are able to adapt their personal training style and techniques to the requirements at hand.

Within this context and conscious of the changing profile of those sitting in the training room, it is important to have an understanding of the different generational attitudes to training and development. Without this framework the ability to connect and appeal is defunct. Continue reading ‘Generations and Training’