Learning with Vince =)

Our group investigated the topic of how different generation gaps in the workplace can affect e-learning program design. Each individual discussed a different organisation or design program and applied the context of a generation group whether it was Traditionalists/Veterans, Baby Boomers, Generation X, Generation Y, Echo Boomers or Millennials. The investigation aimed to explain how and why e-learning was implemented in organisations and if e-learning programs were tailored to suit specific generations of workers. Each generation’s values, beliefs, learning methods and/or capabilities became crucial in order to transfer skills and knowledge effectively. This aimed to demonstrate the insignificant or significant impacts it had on organisational operations and e-learning program designs. This review will address the generation gaps impacts whilst comparing the content of e-learning programs in international companies and local such as Spherion Staffing Industry (North America), SeniorNet (International), Rebel Sport (Australia), National Aeronautics and Space, Administration (NASA), Nissan (Japan).

The first case study by Robert (2005) on the international company Spherion staff industry titled “Millennial Learning: On Demand Strategies for Generation X and beyond” addressed generation X and millennial generation referring to people born in between 1965 to 1980 and 1981 to 1999 respectively. It investigated the factors which aimed to make e-learning programs effective and relevant to generation x and millennial. The case study underlined the needs and values in today’s organisation which included relevant development, rich experiences, flexibility, community, technology and instant results. Spherion’s program design became a universal program in content which focused on developing the individual and organisations desires and personal outcomes. This played little to no impact on the generation gap itself as the program was shaped accordingly with a user friendliness intentions and organisational innovation and growth which included catering to the specifically the needs of generation X and millennial with traditional and contemporary learning practices Robert (2005).

Similarly the international company SeniorNet case study focus was on e-learning programs for traditionalist or veterans which involved people aged 55 and over. The generation gap from traditionalist to generation Y did not have a huge impact to the program design as the program was shaped to provide opportunities for older generations (traditionalists or veterans). The program itself incorporated e-learning through internet, excel, word processing, google, computer software programs and windows operating systems. The program was created with user friendly and the only additional support between generation Y and traditionalist included enquiries that could be made via phone to provide easier access and registration which was introduced for personal preference and convenience (Pollack, 1990).

National Aeronautics and Space Administration (NASA) another international company addressed baby boomers born between in 1946 and 1964. The program designed incorporated a transfer of skills through asynchronous web-based training, synchronous web classes, real-time collaboration tools, bulletin boards, chat functionality, and varieties of performance support resources. This allowed the transfer of knowledge and skills to suit the learning styles and cultures of different generation such as generation Y and their technological affinity. Regardless of generation gaps the skills and knowledge were shaped to retain skills of retiring staff having little impact on the program design. This was a direct consequence of advanced learning environment (ALE) which created a flexible information transfer that became adaptable to any generation (Cavanagh & Metcalf, 2004).

Nissan Motor Co. Ltd is a global or international company much like Spherion and NASA, the case study focused on providing efficient training for employees. The program considered the communication and knowledge skill transfer in Learning Management Systems (LMS) to provide online training with the intention of cost reduction, equal opportunity and Information technology (IT) support. The program emphasises employee development at a personal level which became an approach which tailored to different individuals. Hence having no dramatic effects on generation gaps as the program becomes flexible and easily accessible program allowing and providing equal opportunity for all employees (Nissan, 2007).

In contrast the local case study on Rebel sport Australia investigates Rebel Sport’s e-learning program system designed by Enfo Knowledge Solutions which is linked to point of sale system which tracks e-learning impacts. The program develops an understanding of product knowledge and management skills. The flexibility of the program aims to develop convenience for generation Y and millennial. This creates innovative practices of training and knowledge similar to international programs. However the program is shaped to create a development of individuals and is not necessary created for the needs of particular generation but rather for the process of increasing organisational operations (Rebel Sport, 2004). This aims to provide feedbacks and creates transfer of knowledge tailored to each individual. The program is built in modules and tests the individuals accordingly to shape their ability developing and allowing career advancement for future opportunities (Wilson, 2002).

E-learning programs become beneficial part of knowledge transfer of skills and training. It can create a flexible means of developing abilities which cater to the needs of each individual as well as particular or a specific generation. It aims to create an innovative means to increase productivity, whilst reducing costs, limiting resources and providing support. Whether it is international companies such as Spherion, SeniorNet, NASA and Nissan or local companies such as Rebel sport each company aims to address individual desires as well as organisational outcomes. E-learning bridges the gaps between generations as it can be created, designed or tailored to provide a user friendliness, flexibility and accessibility to suit all individuals. Most programs are created universal; incorporating technology which is familiar to Traditionalists/Veterans, Baby Boomers, Generation X, Generation Y, Echo Boomers or Millennials this can be in the form of internet or phones. This allows an equal opportunity of skills, ability and knowledge which increases generation’s technological capabilities and affinity; allowing each individual to adapt to the changing needs, technology and outcomes of personal desires as well as organisational objectives.

Reference List
• Cavanagh. T and Metcalf. D, 2004, Advanced Learning Environment for the Aerospace Industry, Viewed 22 September 2007
• CNN.com, (2005), Workplace generation gap: Understand differences among collegues, Mayo Foundation for Medical Education and Research, Viewed 23 September 2007.
• Nissan 2007, Corporate Information, Nissan, Viewed 21 September 2007,
• Pollack A, (1990), A New Generation Begins Computing, The New York Times, Viewed 23 September 2007

• Roberts.S, (2005), “Millennial” Learning: On Demand Strategies for Generation X and Beyond, Viewed 23 September 2007.
• Spherion (2007), Spherion Staffing, Viewed 23 September 2007.
• Wilson E. 2002, E-learning finally get on its running shoes, Sydney Morning Herald, Viewed 21 September 2007,