1

Training and Development

Research paper on

To study the impact and challenges of adopting

‘Anywhere, Anytime learning culture’ preferred by
millennials in organisation

Guided by:

Prof. Farida Virani

Presented by:

Shreeya Bachav - 08
Bhagyashree Kharsamble - 82

MMS 2018-20
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INDEX

1 Introduction 3-4

2 Literature Review 5-7

3 Methodology 8-9

4 Results 10-17

5 Discussion 18

6 Conclusion 19

7 Bibliography 20
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INTRODUCTION

Abstract

Anywhere, Anytime Learning is a blended approach of traditional method and present e-

learning. In this people can learn anytime and anywhere with the help of interactive network
technologies. This creates a paradigm shift to active learners instead of passive learners. There
is interaction not only among the learners and tutors but also with other learners for holistic
understanding of concepts. This new learning is famous among the tech savvy generation Y
also called ‘millennial’. Millennials also known as Generation Y (or simply Gen Y), are the
demographic cohort following Generation X and preceding Generation Z. Researchers and
popular media use the early 1980s as starting birth years and the mid-1990s to early 2000s as
ending birth years, with 1981 to 1996 a widely accepted definition. The characteristics of
millennials vary by region and by individual, and the group experiences a variety of social and
economic conditions, but they are generally marked by their coming of age in the Information
Age, and are comfortable in their usage of digital technologies and social media. The survey
conducted would highlight the impacts and challenges which would occur when anywhere,
anytime learning is adopted within an organisation.

Statement of research problem

Millennials are swarming the corporate environment and traditional methods are not as
effective on them as it was on baby boomers. This is why anywhere, anytime learning has
emerged as the most preferred learning method in 2019, even as 75% of employees believe
their current learning culture is less than effective. Anywhere, anytime learning offers a way
to circumvent any gaps in the corporate L&D policy through shared access to ideas and
insights.
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Objectives -
1. To understand the relationship between millennials and technology.

2. To ascertain the impact of anywhere, anytime learning culture in

organisations

3. To know the major challenges of using anywhere, anytime learning.

Hypothesis –

HO: anywhere, anytime learning is not effective for millennials in organisation

H1: anywhere, anytime learning is effective for millennials in organisation.

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Literature review

1. Pritam Singh Negi, Vineeta Negi and Akhilesh Chandra Pandey (July 2011) - Impact of
Information Technology on learning, teaching and Human Resource Management in
educational sector. Rapid communication, plus increased access to IT in the home, at work,
and in educational establishments, could mean that learning becomes a truly lifelong activity,
an activity in which the pace of technological change forces constant evaluation of the learning
process itself.

2. Kaushik Bhakta and Nabanita Dutta (Research Scholar, Department of Education,

University of Calcutta, India , December 2016) - Effective teaching and learning right
information is necessary. Information technology is a set of tools that can help the right people
with the right information at the right time. This paper highlights the importance of IT in the
educational sector, the impact of IT on classroom teaching, advantages and disadvantages of
IT.

3. Sanjay Das Visiting Faculty, IISWBM & University of Kolkata (May 2016) - While
technology based tools are already in use but from their nature and potential, it is evident that,
these can be applied at a larger perspective involving teachers and students irrespective of
language and location. The objective is to arrive at recommendations towards collaborative
learning emerging out of joint intellectual adventure by students and teachers creating an
environment where the students feel that the process of learning is tuned to their contemporary
way of life.

Rana Alhajri( Higher Institute of Telecom and Navigation, PAAET, Kuwait , 2016) - This
research presents opportunities and prospects of e-learning, and discuss challenges and
implications facing its implementation. The authors of this paper conducted a study in Kuwait
to examine both students’ and instructors’ perceptions and attitudes toward this trend of
learning, to evaluate its effectiveness, and to investigate cultural and social challenges that
affect the implementation of e-learning in Kuwait . The results reveal that students and
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instructors have positive perceptions of e-learning, and believe that e-learning enhances the
teaching and the learning process. The study reports some social and cultural issues that may
act as barriers to e-learning implementation

5. Mrs.R.SONA and Mrs. G. MURALI MANOHARI Assistant professor, MBA Dept,

Nehru Institute of Engineering and Technology (June 2014) -The learning styles, attitudes,
and approaches of millennial differ from those of previous generations and this highlights
various challenges to the corporate world towards how to accommodate the differences into
account when designing the job. Thus this article brings out the picture of general
characteristics, expectations of millennial and recommendations on how they can be managed
at the workplace.

6. Ronald A. Berk, (PhD Professor Emeritus, The Johns Hopkins University Nov 2009) -
. The problem is that no consensus on those characteristics, the birth dates for defining this
population, the names for this generation, and whether it is even possible to identify a clear-
cut profile. For the 18-years-old to 20-something group of current undergraduate and graduate
students in this cohort, general guidelines for teaching strategies have been proffered by a few
educational researchers. The purposes of the article are to furnish a clarification of the issues
creating confusion for faculty and administrators and to suggest specific directions for future
teaching in this digital culture. In this paper the communication gap between education and
practice has been tried to fill in with the help of technology for millennials.

7. Travis J. Smith and Tommy Nichols (Texas Wesleyan University 2015) - This article
reviews the literature on the Millennial generation and their effects on the workplace. This
review examines a sampling of articles to define generational differences and the importance
of these studies. There are clearly common beliefs and opinions, both flattering and
unflattering, about the Millennial generation. As more of this generation takes control, greater
research will need to be conducted to understand what can motivate and lead this new
generation. The large number of trade articles and low number of empirical studies show that
there is a need for further understanding between the multiple generations in the workforce.
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8 .Jody Oomen -Early, PhD, MS, MCHES and Aron D. Early, BA (June 2016) - New
media encompasses an increasing spectrum of digital technologies from animation tools to
virtual worlds. Most Millennial students entering college today do not know a world without
computers or new media. Hence, one of the biggest challenges facing higher education today
is bridging the gap between these “digital natives” and faculty who may see themselves as
digital immigrants. Some scholars argue that higher education faculty, in general, are using
20th-century methods to teach 21st-century students. The early exposure to and use of
technology inside and outside of the classroom has shaped the way millennial learn and the
need for faculty to adopt new approaches. There is also an increasing global demand for
technical competency and digital literacy across all professions including health promotion.
Faculty play a key role in helping millennial health students explore and apply new media tools
to support their learning as well as to address current health challenges. Teaching by design
theory encourages faculty to present an array of new media tools for students to use in order to
analyze, apply, communicate, and create. The purpose of this article is twofold: first, to help
those who teach and train health promotion specialists better engage the millennial audience;
and second, to present an abbreviated survey of new media categories and tools that health
promotion faculty and practitioners may use to enhance their pedagogy.
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Methodology

The type of study we have used is quantitative. Quantitative data is defined as the value of data
in the form of counts or numbers where each data-set has a unique numerical value associated
with it. This data is any quantifiable information that can be used for mathematical calculations
and statistical analysis, such that real-life decisions can be made based on these mathematical
derivations. Quantitative data is used to answer questions such as “How many?”, “How
often?”, “How much?”. This data can be verified and can also be conveniently evaluated using
mathematical techniques.

Data Collection:

1. Primary Data

Our research data is collected through a survey using Google forms which consists of
enquires wherein the Gen Y respondents will be asked to provide their preferences.
Primary data is data that is collected by a researcher from first-hand sources, using
methods like surveys, interviews, or experiments. It is collected with the research
project in mind, directly from primary sources.

Sample size – 101 participants responded to our questionnaire and the industry targeted
was Information Technology sector.

Sampling technique -

We will use two sampling techniques here

1. Convenience Sampling
2. Judgemental Sampling

A combination of convenience and judgemental sampling are chosen for this study. The
participants of this study are chosen at the convenience of the study. Furthermore, judgemental
sampling will be used because each participant will be carefully selected on account of their
age.
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Data analysis – The data collected was analysed using research software program. We
conducted three statistical analysis.

 Cronbach Alpha is a reliability test conducted within SPSS in order to measure the
internal consistency i.e. reliability of the measuring instrument (Questionnaire). It is
most commonly used when the questionnaire is developed using multiple likert scale
statements and therefore to determine if the scale is reliable or not.

 Correlation was used to understand the relationship between age and technology,
whether or not age plays importance in online learning.

 Regression helped us to gauge the impact of e-learning in a organisation’s training and

development programs for millennials.
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Results

The responses we gathered were nearly 100 and we floated our survey across various sites like
Facebook, LinkedIn, WhatsApp, E-mails etc. The age group we targeted were from 25-35 years
and the sector we narrowed upon was IT sector.

First we checked whether the questions we set were appropriate to gather authentic responses
and carried on Cronbach alpha through SPSS reliability test and the results are given below :

Reliability Statistics

Cronbach's
Alpha Based on
Cronbach's Standardized
Alpha Items N of Items
.795 .795 7

Item Statistics

Mean Std. Deviation N

Learning_Motivation 1.93 .803 101
Prefer_Autonomy 1.84 .689 101
Followup_ongrades 2.20 .721 101
Implementin_myorg 1.76 .814 101
Breaksbarriers 2.15 .829 101
Self_paced 1.92 .783 101
Contentatoneplace 1.81 .628 101
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Inter-Item Correlation Matrix

Learning_Mo Prefer_Auton Followup_on Implementin_ Breaksbarrier Contentatone
tivation omy grades myorg s Self_paced place
Learning_Motivation 1.000 .378 .473 .525 .331 .309 .410
Prefer Autonomy .378 1.000 .305 .307 .164 .199 .300
Follow up_on grades .473 .305 1.000 .524 .418 .417 .392
Implement in_my org .525 .307 .524 1.000 .319 .331 .401
Breaks barriers .331 .164 .418 .319 1.000 .495 .246
Self_paced .309 .199 .417 .331 .495 1.000 .254
Content at one place .410 .300 .392 .401 .246 .254 1.000

This test shows us a good reliability sign of 0.795 that indicates the closer the coefficient is to
1.0, the greater is the internal consistency of the items (variables) in the scale.

Correlation

Descriptive Statistics

Mean Std. Deviation N

Learning_Motivation 1.93 .803 101
Prefer_Autonomy 1.84 .689 101

Learning_Motiva Prefer_Autonom
tion y
Learning_Motivation Pearson Correlation
1 .378**

Sig. (2-tailed)
.000

N
101 101
Prefer_Autonomy Pearson Correlation
.378** 1

Sig. (2-tailed)
.000

N
101 101

**. Correlation is significant at the 0.01 level (2-tailed).

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 Here we can see the correlation value as 0.378 between motivation and autonomy. This
signifies a moderate correlation between these two factors.

Descriptive Statistics

Mean Std. Deviation N

Learning_Motivation 1.93 .803 101
Implementin_myorg 1.76 .814 101

Correlations
Learning_Motiv Implementin_my
ation org
Learning_Motivation Pearson Correlation 1 .525**
Sig. (2-tailed) .000
N 101 101
Implementin_myorg Pearson Correlation .525** 1
Sig. (2-tailed) .000
N 101 101
**. Correlation is significant at the 0.01 level (2-tailed).

 The correlation between motivation and implementation in the organisation is 0.525

which is higher and there seems lot of enthusiasm for implementing in the organisation.
This is a good sign.

Descriptive Statistics

Mean Std. Deviation N

Learning_Motivation 1.93 .803 101
Self_paced 1.92 .783 101

Correlations
Learning_Motiv
ation Self_paced
Learning_Motivation Pearson Correlation 1 .309**
Sig. (2-tailed) .002
N 101 101
Self_paced Pearson Correlation .309** 1
Sig. (2-tailed) .002
N 101 101
**. Correlation is significant at the 0.01 level (2-tailed).
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 The correlation here is done between motivation and self-pace and the result is 0.309.
The correlation is moderate.

Descriptive Statistics

Mean Std. Deviation N

Learning_Motivation 1.93 .803 101
Contentatoneplace 1.81 .628 101

Learning_Motiv Contentatonepla
ation ce
Learning_Motivation Pearson Correlation 1 .410**
Sig. (2-tailed) .000
N 101 101
Contentatoneplace Pearson Correlation .410** 1
Sig. (2-tailed) .000
N 101 101
**. Correlation is significant at the 0.01 level (2-tailed).

 Here we have compared motivation with all content at one place and this turned out to
be the second highest among others at 0.410. This again is moderately strong.

Regression

Model Summary

Adjusted R Std. Error of the

Model R R Square Square Estimate

1 .638a .407 .363 .641

a. Predictors: (Constant), Content at one place, FRQ, Breaks barriers,
Prefer_Autonomy, Implementing_my org, Self_paced, Follow
up_ongrades
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ANOVAa

Model Sum of Squares df Mean Square F Sig.

1 Regression 26.270 7 3.753 9.126 .000b

Residual 38.244 93 .411

Total 64.515 100

a. Dependent Variable: Learning_Motivation

b. Predictors: (Constant), Content at one place, FRQ, Breaks barriers, Prefer_Autonomy, Implement
in my org, Self_paced, Follow up_ongrades

Coefficientsa

Unstandardized Standardized 95.0% Confidence Interval

Coefficients Coefficients for B

Model B Std. Error Beta t Sig. Lower Bound Upper Bound

1 (Constant) .470 .385 1.221 .225 -.295 1.236

FRQ -.146 .100 -.125 -1.460 .148 -.345 .053

Prefer_Autonomy .201 .101 .172 1.990 .050 .000 .401

Followup_ongrade
.164 .115 .147 1.420 .159 -.065 .392
s

Implementin_myor
.258 .099 .262 2.604 .011 .061 .455
g

Breaksbarriers .098 .093 .101 1.051 .296 -.087 .282

Self_paced .063 .101 .061 .623 .535 -.138 .264

Contentatoneplace .169 .118 .132 1.440 .153 -.064 .403

a. Dependent Variable: Learning_Motivation

 In regression we find that if there is changes in dependent variables in this case it is

motivation then it can predicted at 40% of the time by independent variable such as
autonomy, self-pace, follow up on grade etc.
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Factor Analysis

Descriptive Statistics

Mean Std. Deviation Analysis N

Prefer_Autonomy 1.84 .689 101

Followup_ongrades 2.20 .721 101
Breaksbarriers 2.15 .829 101
Self_paced 1.92 .783 101
Contentatoneplace 1.81 .628 101

KMO and Bartlett's Test

Kaiser-Meyer-Olkin Measure of Sampling Adequacy. .741

Bartlett's Test of Sphericity Approx. Chi-Square 85.334

df 10

Sig. .000

a. Kaiser-Meyer-Olkin Measure of Sampling Adequacy – This measure varies between 0 and

1, and values closer to 1 are better. A value of .6 is a suggested minimum.

b. Bartlett’s Test of Sphericity – This tests the null hypothesis that the correlation matrix is an
identity matrix. An identity matrix is matrix in which all of the diagonal elements are 1 and all
off diagonal elements are 0. You want to reject this null hypothesis.
Taken together, these tests provide a minimum standard which should be passed before a factor
analysis (or a principal components analysis) should be conducted.
The KMO measures the sampling adequacy (which determines if the responses given with the
sample are adequate or not) which should be close than 0.5 for a satisfactory factor analysis to
proceed. Kaiser (1974) recommend 0.5 (value for KMO) as minimum (barely accepted), values
between 0.7-0.8 acceptable, and values above 0.9 are superb
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Communalities

Initial Extraction

Prefer Autonomy 1.000 .278

Followup_ongrades 1.000 .599
Breaksbarriers 1.000 .504
Self_paced 1.000 .522
Contentatoneplace 1.000 .398

Extraction Method: Principal Component Analysis.

Initial Eigenvalues Extraction Sums of Squared Loadings

Component Total % of Variance Cumulative % Total % of Variance Cumulative %

1 2.301 46.016 46.016 2.301 46.016 46.016

2 .963 19.266 65.282
3 .695 13.895 79.177
4 .539 10.783 89.960
5 .502 10.040 100.000

Extraction Method: Principal Component Analysis.

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Component Matrixa

Component
1

Prefer_Autonomy .527
Followup_ongrades .774
Breaksbarriers .710
Self_paced .723
Contentatoneplace .631

Extraction Method: Principal

Component Analysis.
a. 1 components extracted.
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Discussions

1. Millennials were majorly motivated and enthusiastic at implementation in the org of

anywhere, anytime learning and other factor was all content at one place.
2. This shows that they are not resistance to technological change and look forward to it
as a opportunity to grow in their careers as they are a tech -savy generation.
3. Being motivated by all content at one place shows that they prefer learning and
knowledge to be at one common place so they can access it at a click of a button. As
this generation has a reputation to be fast and furious and expect constant feedback and
are ever ready to learn new skills and acquire knowledge.
4. One of the most important finding is which milllennials portrayed is that anytime ,
anywhere learning breaks psychological barriers between the students and instructors.
5. This point was highlighted in factor analysis and indicated that as compared to
classroom, e-learning reduces barriers such as lack of attention, premature evaluation,
poor retention, emotion etc which are components of psychological or emotional
barriers to communication.
6. The major findings in the various cases were mainly focused on charachteristics of
millennials, implementation of e-learning in schools, colleges or business schools,
some papers also talk about effectiveness of e-learning in education environment.
7. The early exposure to and use of technology inside and outside of the classroom has
shaped the way millennial learn and the need for faculty to adopt new approaches. There
is also an increasing global demand for technical competency and digital literacy across
all professions including health promotion. Faculty play a key role in helping millennial
health students explore and apply new media tools to support their learning as well as
to address current health challenges.
8. The most unexpected or unusual finding in our research was when we correlated
motivation and self-pace the correlation was moderate instead of a strong correlation.
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Conclusion

1. Our research problem was millennials are swarming the corporate environment and
traditional methods are not as effective on them as it was on baby boomers. This is why
anywhere, anytime learning has emerged as the most preferred learning method in
2019, even as 75% of employees believe their current learning culture is less than
effective.
2. Through our research we got to know about the impact of ‘Anywhere, anytime learning
culture’ and reasons why it is preferred by millennials and the gap which is filled by it.
We also got to understand the challenges and issues faced by millennials while
experiencing e-learning in organisation.
3. The areas explored by our research was never done before and our main focus was on
impact and challenges of anywhere anytime learning culture in organisation for training
and development needs of millennials which is need of the hour.
4. The pace with which organisations are changing and the environment around them as
well the training needs cannot be stagnant and has to be continuously changed rapidly
according to the target audience.
5. The limitations for our research was the sample size and also our research was limited
to just IT sector and even geographical limitations of not including millennials from
other cities and their views and perspectives would have been valuable.
6. The factors which pose as challenges can be studied and analysed in depth by analysing
the extent of seriousness of each factor individually. In future we can use likert scale to
know about the degree of challenges.
7. This can give us a more enhanced look in challenges, thus we can reduce or eliminate
its impact on anywhere, anytime learning in organisation and make our training
programs more effective.
8. In our research we mentioned only 14 factors that pose as challenges but there can be
many more which needs to be identified.
9. In the current corporate scene not just millennials but also new generation called as ‘
Generation– Z’ are making waves , the future training and development trainings should
be tailored accordingly not just as per millennials but should also accommodate Gen-
Z.
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Bibliography

 www.researchgate.net
 www.hrtechnologist.com
 www.outlookindia.com
 www.hrexchangenetwork.com
 www.aalf.org
 www.pearsoned.com
 www.redesignu.org
 www.projectguru.in