Organizational Learning Support Preferences of Millennials

Abstract

Since more than $140 Billion is invested annually on employee learning and development in the U.S (Harward, 2014) it is important that training leads to improved job performance. Millennials, who comprise the latest employee generation, are age 18–37 (Tyler, 2007) and share the same performance requirements and expectations of the generations that precede them in the workforce. The organizational learning supports to help millennials enhance their learning in the workplace remain largely undefined. This study explores how to support millennials in meeting their workplace learning goals. To achieve this generationally exclusive goal, qualitative research was performed amongst college–educated millennials in a for–profit, high–technology, U.S. corporation. Research data and analysis revealed specific learning support preferences for this generation. Most significantly a new role was identified, that of a learning guide who supports millennials’ learning and demonstrates sincere interest in their success. The results suggest that millennials will respond favorably when identified learning support preferences are present by increasing effort in training activities and committing to established learning goals.