Tech Meets Tradition

Balancing digital preferences and classic approaches for effective learning.

I Recently came across a workplace study that surveyed 1,200 people and found that “most want work to be only a component of their balanced portfolio of meaningful life experiences that includes family, friends, fitness and fun.” This sentiment is very common with the many studies conducted about Generation Z, the group born between 1997-2012. What’s interesting is this study was conducted in 2005, and is about Generation X.

It’s important to appreciate that the generations maybe aren’t as different as we’re conditioned to believe. This is especially true when it comes to values and how work fits into workers’ lives when they are starting their careers, as studies across generations suggest. What seems to be more distinct among the generations is how they prefer to learn, with different learning styles, preferences in engaging with technology, and some social tendencies.

For instance, many in Gen Z might be inclined to see my thumbs-up emoji in a chat as making me look old, or worse — passive-aggressive. Gen Z is also online almost constantly when not in school or work, so it certainly leans into technology for its social life. (I have a Gen Z teenage daughter and can personally attest to this!)

Learning and development practitioners like me are focused on building skills and capabilities for all, regardless of generation. As such, we must take into consideration some of the generational preferences when it comes to developing talent, including planning for how Gen Z learns. After all, according to the National Bureau of Labor Statistics, at some point this year the youngest working generation is expected to overtake the number of baby boomers in the workforce.

Methods for Engaging Gen Z in Learning and Development

When considering the learning and development methods that will most appeal to Gen Z, it is imperative to consider how that group tends to learn. In Kolb’s learning style inventory, which describes the way people learn and deal with ideas and day-to-day situations, Gen Z is most often associated with the assimilating style. This style combines abstract conceptualization (logic, ideas and concepts over feelings) and reflective observation (understanding the meaning of ideas and situations by observing and describing them). This style is less focused on socio-emotional interactions and more on ideas and concepts. We also know that Gen Z prefers to engage with technology and likes to get its content in little packages, which in the training world, we call microlearning.

Given what we know about Gen Z, the following learning methods are known to yield good results by leveraging their innate preferences.

Method: AI Simulators

One of the significant advancements offered by generative artificial intelligence — AI — is the power of the chatbot. Chatbots have progressed significantly in the last year and now allow users to simulate high stakes or uncomfortable conversations in a safe-to-fail environment. While it may seem weird to a boomer or Gen X to be coached by something resembling HAL 9000 in 2001: A Space Odyssey, Gen Zers are true digital natives and less likely to consider this strange. AI simulators can also provide feedback on which skills learners might need to improve before having a real-life conversation on the same topic.

For instance, a simulated chat can help an early-in-career first-time manager practice and get feedback for a challenging conversation with an underperforming team member when they are cautious about going into that meeting or practicing in a role play with someone who may cast judgment.

Method: Personalized, Blended Learning

What’s the risk in giving everyone in your organization the same training in the same way? Asking Gen Z men. Recent research indicates 70 percent of them likely played a video game in the last week, and that to take the multi-day instructor-led course that others may prefer may elicit a shrug, or worse, a groan. Many in Gen Z may prefer an online version, preferably one that is highly interactive and even incorporates some elements of gaming. Not meeting learners where they are increases the risk of them checking out or growing impatient, disinterested or bored.

While it may be a strategic consideration for organizations to ask everyone to attend training on critical topics together in-person, this is happening less frequently in corporate training, where a variety of learning experiences on specific topics and skills are being offered in different formats and delivery methods, making it easier for individuals to choose the options that most appeal to them. (Don’t worry, it’s still a good move to offer instructor-led training in person when it makes sense to do so.) While this means greater investment to offer greater variety, employees will appreciate the options and be more likely to take advantage of what’s offered.

Method: Microlearning

More than 50 percent of TikTok’s users are Gen Z, with studies showing close to 65 percent of Gen Zers use the videoheavy platform weekly. Gen Z likes its content in videos that are less than three minutes long. Organizations are taking notice and making brief videos core elements of their learning portfolios, with each snippet containing a core message, focused on a singular learning objective, or addressing a how-to (e.g., creating a VLOOKUP formula in Excel). There is even an entire industry of providers that specializes in creating these byte-sized nuggets, and much of the content they produce is of excellent quality.

Insights and Considerations

In today’s individualized, personalized consumer culture, it is important to meet customers and learners where they are. Ignoring learners’ preferences risks losing their interest and resulting in a less skilled, underperforming workforce.

While creating personalized learning opportunities is essential, it is still necessary to encourage learners to participate in training that falls outside of their preferences. Some of the most impactful learning occurs when learners are a little uncomfortable, whether with their surroundings, challenging subject matter or practicing the unfamiliar. Asking some in Gen Z to attend an in-person workshop for new managers may be just what the doctor ordered!

To further this example, a Gen Z employee promoted into a managerial role may have achieved their new position because of their technical skills and high performance. However, the most critical skills in a new manager’s toolbox are tied to emotional intelligence, getting work done through others and developing others. These skills require real-life interactions and experiences, and reflection and coaching related to those experiences. The best way to learn this is often through in person instructor-led workshops and supplementing them with one-on-one performance development feedback.

Organizations that limit their in-person training workshops to overly cater to Gen Z’s penchant for all things digital are likely limiting the potential for new personal connections to be formed, and the resultant networks. This kind of organizational value is more difficult to generate through on-demand or technology-driven learning experiences.

In summary, leverage the technology and related tools that are part of the daily fabric of Gen Z’s lives when it comes to providing learning and development experiences. Just don’t forget that many of the tried-and-true learning experiences that have survived the generations are also needed to round out the options and provide a more complete set of learning offerings that will help Gen Z, and any other generation, go where they want to grow.

Note: The views expressed in this article are the author’s own and do not represent those of the PCAOB.

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This article originally appeared in the Fall 2024 issue of In the Lead magazine, from Stillman School of Business’s Department of Management and the Buccino Leadership Institute. The bi-annual magazine focuses on sharing leadership perspectives from the field, with content that is curated from leaders across industries.

Categories: Business, Science and Technology