What This Document Is
This is a scholarly viewpoint article exploring generational differences in learning and training, specifically focusing on a generation defined as “Generation N” (those born after 1980). It delves into the characteristics of this cohort – shaped by the rise of the internet and digital technologies – and proposes how educators and trainers can adapt their approaches to effectively engage and instruct them. The article originates from *Training*, a peer-reviewed journal, and offers insights relevant to both academic and professional development contexts.
Why This Document Matters
This resource is valuable for instructors in higher education, corporate trainers, instructional designers, and anyone involved in facilitating learning for individuals who came of age with widespread internet access. It’s particularly useful when considering why current teaching or training methods might not be resonating with younger learners and seeking strategies to bridge that gap. If you’re observing a disconnect between your instructional approach and student engagement, or are preparing to onboard a new generation of employees, this article offers a framework for understanding potential challenges and opportunities.
Common Limitations or Challenges
This article presents a conceptual overview and analysis of generational trends. It does *not* provide a step-by-step guide to implementing specific training programs or a detailed curriculum overhaul. It also doesn’t offer definitive solutions, but rather encourages a thoughtful re-evaluation of existing pedagogical and andragogical principles. The focus is primarily on identifying characteristics and suggesting areas for adjustment, rather than prescribing exact methods. It draws heavily from examples within the USA, though it suggests broader applicability.
What This Document Provides
* An exploration of the defining characteristics of “Generation N” and how these traits impact learning preferences.
* A discussion of the potential need for adjustments in educational and training approaches.
* An overview of relevant learning theories (specifically andragogy) and their potential application to this generation.
* Insights into the concerns surrounding the development of critical thinking skills in the context of readily available information.
* A review of existing terminology used to describe this generation (Millennials, Net Generation, etc.) and justification for the author’s chosen term.