Exploring the effect of generational differences on training and development within the Jordanian telecommunication sector

The attention given to generational diversity in the workplace continues to grow among organisations, human resource practitioners and researchers. In today’s workplace, three to four different generations are working simultaneously. Following definitions by Lancaster and Stillman (2002); Crampton and Hodge (2006); Howe and Strauss (2009); Hernaus and Pološki Vokic (2014), generations are usually referred to as Baby Boomers, Generation X and Y or Millennials. Each generation is defined by its shared culture, social location and historical development of human society as they experience the same events and data. These generations have formed their own unique set of learning and training behaviours, attitudes and styles. There has been little research on the implications of a multigenerational workforce for training and development. This study aims to examine the effect of generational differences, from trainees’ and trainers’ perspectives, on the preferences and perceived effectiveness of computer and classroom-based training in the telecommunication sector of Jordan. A combined qualitative and quantitative methodological approach was used to identify trainees’ and trainers’ responses to training in a multigenerational workplace. Six hundred and sixty trainees completed the survey and fifteen managers and trainers were interviewed at the three telecommunication companies in Amman, Jordan. Evidence is presented, which showed that Baby Boomers were different from Generation X and Y in their training preference and perceived effectiveness of computer-based training. The study also identified limited evidence of differences between the three-generations in their preference and perceived effectiveness of classroom-based training. Analysis of the mediation model which examines the mechanism involved in observed relationship between generational membership and training and development factors revealed that technology, including four components; perceived usefulness, perceived ease of use, behavioural intention to use and actual system use, mediated the relationship between generational membership and training preference and perceived effectiveness. The results also showed that communication non-accommodation component, which involves communicative behaviours adjusted for the participants in an interaction, mediated the relationship between generational cohorts and training preference. However, the mediation and moderation role of working relationships factor were negative. The findings also showed that managers and trainers used a variety of approaches to overcome the generational gap in technology use and communication style. This study should, therefore, be of value to practitioners wishing to design training programmes based on the preferences of different generations. Most importantly, the nature of generational differences and the impact of age should thus be taken into account when designing training and development programmes in a multigenerational workplace.