Welcome to my website, a space where I, share my research insights on bridging the skills gap in technology-rich work environments.
This platform reflects my deep commitment to enhancing workforce knowledge and addressing the challenges posed by differences in learner needs of diverse generations – from Traditionalists to Generation Z.
Want to share your perceptions? Share your thoughts on my Blog!
Why This Site Exists
To Understand and Bridge Gaps: My journey is focused on understanding the varied learning needs across generations and finding effective ways to fill the skills gap in today’s organizations.
Celebrating Diversity: I approach this as a family dynamic, where every generation has unique contributions and requirements. My goal is to help workplaces appreciate and harness this diversity for collective success.
What to Expect Here
Insights from Experience: Drawing from my experiences, I share practical strategies and research findings on multigenerational learning in technology-rich environments.
Collaborative Dialogue: The site encourages open discussions about adapting organizational strategies to diverse generational needs.
Join me in exploring how we can collectively enrich our workplaces by understanding and valuing the unique perspectives each generation brings.
My Research
- Statement of Acknowledgement
- Introduction
- Brief historical overview of my topic
- Current state of the issue I propose to address
- Anticipated impact of my proposed research
- Background
- Problem Statement
- Purpose Statement
- Research Questions
- Literature Review Major Themes and Gaps
- References
- Resume
- Contact Information
Statement of Acknowledgement
First and foremost, I warmly and sincerely express my deepest gratitude to my dissertation advisor, Patricia Webb, for her unwavering support, invaluable guidance, and insightful feedback as I travel throughout my research journey. Her expertise and mentorship have been pivotal in shaping my academic journey and as I work to complete this dissertation. I also want to thank my committee members that include Dr. Kim Gordon for her willingness to serve as a member of my dissertation and her insight into both the workforce development world and the population of my sampling group.
I am also profoundly thankful to Melissa Bond, EdD Program Director, for her leadership and encouragement. Her guidance has been instrumental in navigating this program’s challenges and fostering an environment conducive to learning and growth.
I thank all my course instructors at Alverno College and the University of Arkansas, Fayetteville, whose knowledge and dedication have greatly enriched my learning experience. Their expertise in their respective fields has enhanced my understanding and inspired me to delve deeper into my research. I also want to thank my fellow cohort classmates who have provided feedback and challenged me to reach a deeper level of learning.
I owe a great deal of gratitude to my mentors in Human Resources, especially Pat Kelley. Her mentorship, wisdom, and experience in the field have been invaluable in guiding my research and providing practical insights that have greatly enriched my work.
To my colleagues in Human Resources, both within my workplace and the broader HR community, particularly in Arkansas, your unwavering support, collaborative efforts, and shared wisdom have deeply inspired and continually motivated me. Your perspectives and experiences have been incredibly valuable in shaping my research and understanding of the field.
Lastly, but most importantly, I would like to thank my family members, Paul and Josiah, for their unwavering love, support, and patience, and my sister, Karla, who has provided needed distractions with our conversations that have helped me maintain a healthy work-life balance during this journey. My family’s constant encouragement and belief in my abilities have been the bedrock of my strength and perseverance throughout this journey. This accomplishment is as much theirs as it is mine.
Thank you all for being part of my path and contributing in myriad ways to success on this dissertation journey.
Introduction
Growing up, I was deeply influenced by my parents’ contrasting and diverse views on education, setting the stage for my unique path. As I navigated various human resource roles, I developed a passion for employee development. This journey ignited my interest in understanding the dynamics of a multigenerational workforce.
I have witnessed firsthand the technological evolution, from the simplicity of black-and-white TVs to the complexity of today’s digital world. My first encounter with personal computing was with a Radio Shack Tandy, a milestone in my tech journey. In my Human Resources and Total Rewards roles, I have had the privilege of impacting employees’ lives with the goal of fostering their growth and enhancing their well-being.
My journey with technology has evolved in tandem with its progression within the workplace. However, like many in my generation, I have felt the weight of technology fatigue. In my HR role, I have supported employees across generations, mentoring young professionals and sharing my knowledge as a volunteer and adjunct professor.
My dissertation, “Deconstructing the Multigenerational Workforce Mosaic,” embodies my dedication to addressing the skills gap in tech-rich environments. Through this research, I aim to understand how different generations respond to varied workplace learning approaches, particularly in honing problem-solving skills.
This study delves into the impact of organizational culture, support systems, and resource availability on the effectiveness of learning methods across age groups. It is not just an academic exercise for me; it has real-world implications for HR policies, recruitment, and training. My work underscores the need to bridge the generational divide in problem-solving skills, which is crucial for organizational success and economic growth.
Read a bit about me and my thoughts regarding my intended research.
Brief historical overview of my topic
My research evolution to ignite collective brilliance.
My career has been a unique exploration of the evolving workforce and generational dynamics, from my early days at an arts park to diverse roles across industries. Significant shifts in technology and workplace culture have shaped this journey.
In the early stages of my career, I witnessed the challenges faced by Baby Boomers in adapting to new technologies, a phenomenon highlighted by Bennett-Kapusniak (2013), who examined the increasing use of mobile devices among older adults. Observing this demographic struggle with and eventually embracing mobile technology informed my understanding of generational adaptability (Bennett-Kapusniak, 2013).
As I moved into more strategic roles in human resources, the criticality of digital skills in the workforce became apparent. Bierce (2016) emphasized the necessity of digital skills for career readiness, a trend I saw unfolding in real time, particularly as I worked as a subject matter expert with various technology HRIS and ERP implementations. These experiences have underscored the need for ongoing learning and adaptability in a technology-driven labor market (Bierce, 2016).
Steve Cadigan’s “Workquake” (2020) has resonated with my experiences, emphasizing the rapid changes in work environments and the shift towards more human-centric models. His insights paralleled my observations on the need for a flexible and learning-oriented workforce in an era of constant technological change (Cadigan, 2020).
My dissertation, “Deconstructing the Multigenerational Workforce Mosaic,” is heavily influenced by these experiences and the academic discourse surrounding them. My aim is to provide research findings that can help bridge the skills gap in technology-rich environments by exploring effective learning approaches for different generational cohorts, a challenge magnified by the diverse learning styles and adaptability across generations.
My career journey and research have been deeply informed by the evolving landscape of the workforce and the intersection of generational differences with technology. The insights from Bennett-Kapusniak (2013), Bierce (2016), and Cadigan (2020), alongside my professional experiences, have provided a comprehensive view of the challenges and opportunities in fostering a capable, adaptable, and diverse workforce in today’s dynamic technological environment.
Stay tuned for future insights!
Current state of the issue I propose to address
Reflecting on my extensive HR experience and drawing from the dissertation readings, I have noticed some differing opinions regarding the challenges and opportunities in the workforce, especially concerning technological competency across generations:
A key challenge I have observed is the digital gap between older and younger employees. While Bennett-Kapusniak (2013) highlighted the struggles older generations face with rapid technological changes, leading to potential workplace alienation, I have also seen a different side. In some cases, older employees show a remarkable ability to adapt and learn, contradicting the stereotype of their technological hesitance. Also, it is important to know other variables besides skill level can motivate actions of individuals, particularly those who are desiring to retire.
Regarding learning attitudes towards technology, the common belief is that younger generations are naturally more adept and open to continuous learning with digital tools. However, Bierce’s (2016) work suggests that even younger employees require structured training to harness their digital skills for career readiness. This contrasts with the assumption that Millennials and Gen Z are inherently tech-savvy without needing formal guidance.
The opportunities arising from these challenges are also multifaceted. Cross-generational mentorship is often touted as a straightforward solution, where younger employees assist older colleagues with technology and vice versa. However, this exchange is not always seamless. Resistance and a lack of understanding can occur from both sides, requiring more nuanced approaches to such arrangements.
Innovations in HR practices to address generational differences, as encouraged by Cadigan’s (2020) “Workquake,” presents another area of contrasting views. While innovative HR practices are essential, they sometimes overlook the need for a balanced approach that values traditional methods alongside new ones, ensuring inclusivity for all generational preferences. A one-size-fits-all strategy only sometimes works. Tailoring approaches to engage and enhance productivity across different age groups can be more complex, with varying opinions on the best methods.
While addressing generational divides in technological competency is challenging, it is also fraught with differing opinions on the best approach. My HR experience has shown me the importance of considering these diverse viewpoints and using them to build a more inclusive, adaptable, and progressive workplace culture.
Stay tuned for more insights!
Anticipated impact of my proposed research
Reflecting on my 30 plus years of HR experience and drawing from the dissertation readings, I have noticed some differing opinions regarding the challenges and opportunities in the workforce, especially concerning technological competency across generations:
A key challenge I have observed is the digital gap between older and younger employees. While Bennett-Kapusniak (2013) highlighted the struggles older generations face with rapid technological changes, leading to potential workplace alienation, I have also seen a different side. In some cases, older employees show a remarkable ability to adapt and learn, contradicting the stereotype of their technological hesitance. Also, it is important to know other variables besides skill level can motivate actions of individuals, particularly those who are desiring to retire.
Regarding learning attitudes towards technology, the common belief is that younger generations are naturally more adept and open to continuous learning with digital tools. However, Bierce’s (2016) work suggests that even younger employees require structured training to harness their digital skills for career readiness. This contrasts with the assumption that Millennials and Gen Z are inherently tech-savvy without needing formal guidance.
The opportunities arising from these challenges are also multifaceted. Cross-generational mentorship is often touted as a straightforward solution, where younger employees assist older colleagues with technology and vice versa. However, this exchange is not always seamless. Resistance and a lack of understanding can occur from both sides, requiring more nuanced approaches to such arrangements.
Innovations in HR practices to address generational differences, as encouraged by Cadigan’s (2020) “Workquake,” presents another area of contrasting views. While innovative HR practices are essential, they sometimes overlook the need for a balanced approach that values traditional methods alongside new ones, ensuring inclusivity for all generational preferences. A one-size-fits-all strategy only sometimes works. Tailoring approaches to engage and enhance productivity across different age groups can be more complex, with varying opinions on the best methods.
While addressing generational divides in technological competency is challenging, it is also fraught with differing opinions on the best approach. My HR experience has shown me the importance of considering these diverse viewpoints and using them to build a more inclusive, adaptable, and progressive workplace culture.
Stay tuned for more insights!
Background
Introduction to Workforce Needs and Technological Evolution
The dynamic interplay between evolving workforce needs and rapid technological advancement forms the backdrop of my study. My career in diverse HR roles, specifically as a Total Rewards expert and a Human Resource Development practitioner and instructor, has given me a firsthand view of how technological shifts impact workforce development. As technologies like AI, machine learning, and automation become integral to work processes, the demand for continuous upskilling and adaptability in employees intensifies.
Problem Statement
Addressing the Multigenerational Skills Gap
The current and future labor market faces a critical challenge in ensuring the availability of skilled labor adept in problem-solving within technology-rich environments.
This problem is compounded by the need to effectively address five distinct generational groups’ diverse learning styles to meet this skills gap.
To elaborate, central to my research is the challenge of the multigenerational skills gap, particularly evident in technology-rich environments. This gap, observed through my HR experiences, manifests as older generations who have experienced profound technological change in their careers that sometimes result in technology fatigue while also having to face stereotypes such as a perception that they are struggling to keep up with the pace of technological change, unlike their younger counterparts. This disparity can lead to decreased efficiency, engagement issues, and hindered workplace collaboration.
In addition, younger generations have faced their own unique challenges, such as adapting to sudden shifts in educational and working environments due to the COVID-19 pandemic and grappling with digital inequities. These factors have impacted their work experiences and learning opportunities, potentially affecting their professional development and integration into the workforce.
Purpose Statement
My study aims to enhance problem-solving skills within technology-rich environments across generational cohorts. Influenced by my career focus on employee development and total rewards, this research seeks to identify and implement effective learning strategies for a diverse, multigenerational workforce. The goal is to foster an inclusive, adaptable, and technologically competent workforce that can innovate and adapt to future challenges.
Research Questions
Exploring Multigenerational Learning Needs and Barriers
The study is guided by several key research questions, reflecting my interest in understanding the unique dynamics of a multigenerational workforce:
What are the specific learning needs and preferences of different generational cohorts in technology-rich work environments?
How do generational differences impact the acquisition and application of problem-solving skills in these environments?
What barriers do different generations face when adapting to technological changes, and how can these be addressed effectively?
Literature Review Major Themes and Gaps
Click on the links for visual representation and mind map of themes, sub-themes, and gaps.
Themes – The themes I have found in the background literature include:
Skilled Labor Force Shortage: The central theme is the shortage of skilled labor in the current and future labor market, a growing concern. Organizations face challenges finding workers with proficient problem-solving skills, especially in technology-rich environments.
Generational Differences: The literature highlights generational differences in exposure to technology and comfort levels with technology use. These differences are important in understanding the skills gap and how it affects different generations in the workforce.
Retirements and Resignations: The concept of the “Great Resignation” is discussed, referring to a significant increase in resignations driven by various factors such as employee burnout, remote work preferences, and personal reflections, especially in the wake of the COVID-19 pandemic. The impact of the Baby Boomer generation’s actions on the labor force is also mentioned frequently. For instance, the literature mentions that many Baby Boomers stayed in the workforce for longer before the pandemic but are now retiring in large numbers.
Solutions to the Skills Gap: Different approaches to address the skills gap are proposed, including investing in technology, retraining older workers, and providing flexibility in work rules and benefits. This theme can be broken down into sub-themes; however, I am particularly interested in themes related to learning methods or environments and learning styles.
Barriers to Problem-Solving Skills in Technology-Rich Environments: Several barriers related to obtaining needed skills are identified and connected to generational differences. However, one area stands out that should have been on my radar. This is the sub-theme of digital inequities. I was focused more on differences in exposure and experience; however, digital inequities can be more nuanced and broader.
Stereotypes: Although more minor, this theme will be important to keep in mind to balance the natural categorization of my research with the individual differences that will naturally exist in the populations.
Click to review Sub-Themes.
Gaps – The gaps that I am uncovering include:
Limited Exploration of Other Generations: While the literature focuses on the challenges faced by Baby Boomers, it mentions in passing that younger generations also face challenges in developing problem-solving skills in technology-rich environments. However, the depth of exploration for these younger generations is limited, at least with the literature that I have currently reviewed.
Clarification of Specific Data: The literature mentions statistics like the number of jobs exceeding the number of employable individuals in the U.S., but the literature I have reviewed needs more specific data on the extent of the skills gap and its consequences on organizations. It is also important to consider unanticipated variables that can quickly impact the labor market, such as COVID-19 or a recession, on the statistics and predictions being made.
Incomplete Understanding of Training Effectiveness: While workplace training is suggested as a solution to bridge the skills gap, the literature I have reviewed needs to delve into the effectiveness of different training methods or the factors that influence the success of workplace training programs in enough detail. That may change as I get further into my research.
Limited Exploration of Employee Perceptions: Much of the literature that I have currently reviewed focuses on a quantitative focus that does not dig deeper into employees’ perceptions regarding their learning needs or the effectiveness of training methods.
Surprises and Expectations –
I was surprised that there are gaps in the depth of exploration for certain topics, specific data, and a comprehensive understanding of training effectiveness and employee perceptions. However, I suspect this is partially because of the stage I am in with the dissertation. I am also surprised that some research does not consider variables that could impact predictions. This may be due to my tendency to try to look for connections; however, variables such as major societal challenges, the growth of AI, or economic or political variables have the potential to impact not only the need for the skillsets needed for the employees but the overall ecosystem in which such skills would be utilized.
Expectations Not Found –
I expected to find more solid frameworks related to generational research. The natural categorization of groups of individuals naturally needs to ensure that bias does not play a negative role in the research. Still, we instinctively focus on groups. I desire to find or create a generational framework that guards against errors in this area.
References
Click on the above link to view references for this research project.
Resume
Click on the above link to view my resume.
I am an expert in compensation, benefits, and rewards programs and employment law. In addition to advising senior leaders and consulting in Total Rewards, I teach courses on these topics as an Adjunct Instructor. Throughout my career I have led teams of up to associates in compensation, benefits, compliance, payroll, recruiting, employee relations, and generalist HR functions.
A few of my key strengths include my strategic approach to crafting competitive compensation programs and maintaining smooth operations during times of major change, such as mergers and acquisitions.
For more information about my resume and experience, visit my LinkedIn site:
Contact Information
Michele Burns
https://www.linkedin.com/in/totalrewardsconsultant/
For additional information regarding my total rewards consulting or research, you may also learn more about me on LinkedIn or get in get in touch with me here.
Igniting Collective Brilliance!
MultigenWorkforceTech 