2001
DOI: 10.1108/13665620110383645
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Workplace learning and Generation X

Abstract: The purpose of this study was to investigate the workplace learning preferences of the Generation X employee. A total of 197 Generation X employees were surveyed. Additional descriptive data were obtained from follow‐up interviews conducted with ten of the survey participants and one focus group. Participants indicated that they value action learning and incidental learning in the workplace. They also realize the need for formal training but offer suggestions for how it could be conducted better. The article c… Show more

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Cited by 69 publications
(55 citation statements)
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“…They were all Generation Xers as per the definition of Bova and Kroth (2001), as all were aged between 27 and 43 at the time of the study -i.e. born between 1965 and 1981.…”
Section: Resultsmentioning
confidence: 99%
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“…They were all Generation Xers as per the definition of Bova and Kroth (2001), as all were aged between 27 and 43 at the time of the study -i.e. born between 1965 and 1981.…”
Section: Resultsmentioning
confidence: 99%
“…Ten participants, complying with the criteria of being a Generation X, as per Bova and Kroth (2001) and a public servant, were purposively selected. Eight of these potential participants were eventually interviewed.…”
Section: Methodsmentioning
confidence: 99%
See 1 more Smart Citation
“…While training and communications strategies must be targeted to the preferences of each generation, younger employees have forced organizations to re-engineer their training programs to be able to "explain why people need to learn X or Y" (Beaver et al, 2005, p. 601;Bova & Kroth, 2001). Trainers must communicate why employees should care about information, as it impacts them personally and the organization.…”
Section: Implication 3: Establishing Accountabilitymentioning
confidence: 99%
“…RETAIN provided the teacher with the opportunity to have meaningful experiences leading to the construction of knowledge derived from "incidental learning," which is "unplanned," occurring as a "byproduct" of a core activity built around a more explicit learning objective [12] [13]. While nanotechnology content knowledge and pedagogical content knowledge were the primary learning objectives of RETAIN, through the everyday laboratory experiences offered to the teacher, she was able to incidentally develop new instructional practices for scientific writing education.…”
Section: ) Case Study: Incidental Learningmentioning
confidence: 99%