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Volume 3.1
February 2008
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Connecting Generations Means
Connecting People
Recently there has been a lot of buzz about generations in the workplace. I continue
to see newspaper articles, new books, magazine articles, and even television clips devoted to the topic.
Generational issues affect most organizations at some level. They may have up to four generations with differing needs working together, they may be realizing that many baby boomers are nearing retirement, or they may simply be trying to understand how to work best with Gen Y.
We know this is a hot issue because we are continually asked by EPI clients for help with generational issues. This has lead EPI to develop and deliver a course entitled Connecting Generations in the Workplace. While the course is obviously about generations, it is mostly about people. We have learned that at our core, we are all people trying to work well together, earn a living, and find happiness in what we are doing. Generational differences come into play when individuals define what those things mean to them, and attempt to harmonize their professional and personal lives.
There is no shortage of common ground shared by different generations. The trick is to help participants see past their differences and recognize what they have in common. Each generation may have a different motivating factor driving them, but they are often moving toward the same goal.
For example, Boomers may want a flexible work environment so that they can pursue a hobby that was put on the shelf during child-rearing years. Flexible environments appeal to Gen X employees because they may want to attend their child’s afternoon sporting event. Gen Y may opt for a later start time so they can enjoy their social life. We have learned that regardless of the reason, a flexible work environment appeals to all generations.
At the end of the day, resolving generational issues boils down to people connecting with people. If your organization is offering ways for this to happen, you will be connecting generations in the workplace.
Michelle Kelly, CEO
EPI Events
HR Roundtable with Partner Organizations
EPI joins partner organizations for Mind The Gap: HR Updates for Managing Your Multi-Generational Workforce.
Click here for more information.
Dani Watkins and Darlene Ferras will present On-The-Fly: Fill Skill Gaps with Customized E-Learning, at the ASTD TechKnowledge conference February 24-26, 2008 held in San Antonio, Texas.
Click here for more information.
EPI at ASTD: Rocky Mountain Chapter
Pam Grove and Dani Watkins will deliver a program called ROI: Ensure Your HR/OD/Training Initiatives are Successful for the April 23 lunch meeting of the Rocky Mountain Chapter of ASTD.
Click here for more information.
EPI at Learning in the 21st Century
Dani Watkins will speak on Using Snag-It to Create High Impact E-Learning and Develop Interactive Learning Content with PowerPoint at the this conference held April 28-30, 2008 in Ontario, California.
Click here for more information.
EPI at the SHRM Annual Conference
Michelle Kelly will speak on ROI: Ensure Your HR/OD/Training Initiatives Pay Off at the SHRM Annual Conference and Exposition June 22-25, 2008 in Chicago, Illinois.
Click here for more information.
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MBTI - The Whole is Greater than its Parts (Part 2 of 3) by Dani Watkins
In our introduction of the Myers Briggs Type Indicator (MBTI), you learned that your MBTI is what is natural and takes the least amount of energy for you, as defined by a combination of your Reported Type (from MBTI) + your Best Fit Type (your personal preferences).
(Click here to review Part 1.)
In this issue, we will look at how the Four Types interact.
In what is known as Type Dynamics, we learn that your Type is more than just one part of personality plus another part of personality. Zeisset Associates describes it this way: "The heart of personality type is the two ways we take in information (Sensing, Intuition) and the two ways we make decisions (Thinking, Feeling)."
Everyone uses all four types that occur in a hierarchal order:
1) Dominant - 1st among S, N, T or F
2) Secondary - 2nd among S, N, T or F
3) Tertiary - 3rd among S, N, T or F
4) Inferior - 4th among S, N, T or F
One of the two middle letters in your Type is your dominant type — the one you use most in your preferred world. So what is YOUR dominant type? Take a look at the table below.
Number 1 typically develops in childhood, number 2 typically develops in adolescence, and numbers 3 and 4 typically develop in adulthood as needs and opportunities arise to use them.
So, how does this play out? For example, if you are an ISTJ, your dominant type is Sensing as an introverted function. This indicates that you take in information in an introverted fashion, which is the motivating, governing and unifying force in your personality. Your outlook can be defined as focusing on reality as you have experienced it, selecting details that fit your interest or prior experience, and seeking responsibility and a sense of belonging.
This is just a sample of the indicators you might see with MBTI dominant types. As you can see, MBTI is more that just the sum of its parts. It is about how your four functions interact with each other to make a whole personality.
You can read more about this aspect of MBTI in Type Dynamics and Development by Katherine Myers and Linda K. Kirby (Click here for more info), or contact EPI to use the Myers Briggs Type Indicator with your team.
In the next issue, we will learn how your type impacts the way you interact with others, and how different types approach typical scenarios.
Myers-Briggs, I. (1998). Introduction to Type, Mountain View: CPP, Inc.
E-Learning Interactivity Levels by Darlene Ferras
If your company has decided it needs a new e-learning tool, you will likely start with a few questions: How long it will take to develop? How much it will cost? What tools and resources are needed to get started?
Here is another important question: How much interactivity is required to effectively meets the needs of the participants?
For example, a course developed to provide sales representatives with the newest product information might only need a PowerPoint or Captivate presentation with product images and specifications. However, training new customer service representatives to develop product troubleshooting skills might require a knowledge base, narrated flowcharts, and scenarios to practice solving real customer issues.
Here is an outline of interactivity levels to help determine how much interactivity is needed before developing your e-learning tool:
Level I: Low Interactivity
Level I typically presents information in a linear format. Learners read the information presented on each page before moving on to the next page in the course.
Low interactivity courses are usually self-paced, include simple graphics and forward/backward navigation. Interaction with the training department usually occurs when the leaner needs help accessing the course or has technical problems.
Level II: Moderate Interactivity
Level II typically involves the presentation and recall of information for non-complex operations and maintenance lessons or more complex knowledge presentations, such as simple procedures and steps.
Moderate interactivity courses are usually self-paced and include graphics, simple interactions and animations, and audio narration. Navigation includes forward/backward navigation, menus, branching, course index/map pages, and glossaries.
Level III: Intermediate Interactivity
Level III includes interaction with more complex information that allows an increased level of learner control. To illustrate the operation of a system, software package, equipment, or procedure, Level III courses often use video, graphics, and animation.
Intermediate interactivity allows learners to use multiple screens to access content, such as links to job aids, process simulations, Q & A, and other resources. Simulations are an important part of this level, however, these simulations limit the number of learner actions. Level III courses may be self-paced or instructor-led with discussion forums and virtual team projects.
Level IV: Advanced Interaction/Simulation
Level IV typically involves detailed presentation, comprehension, and recall of highly complex information and allows expanded control over content.
Information is demonstrated with full video and interaction, similar to virtual reality or simulator technology. Content involves authentic scenarios to improve knowledge transfer.
Advanced interaction/simulation incorporates advanced interactivity, extensive branching via multiple menus, and complex animations and video. They may also provide interaction between several learners and an instructor.
Deciding which Interactivity Level is needed for your online course will help you determine how long it will take to develop, how much it will cost, and what tools and resources are needed to get started.
In addition, you will be ready to design and develop an e-learning course that provides learners with a fun, motivating, and effective learning experience.
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