NARSEE MONJEE INSTITUTE OF MANAGEMENT STUDIES

SCHOOL OF BUSINESS MANAGEMENT

Dissertation Research Proposal on

A Causal Study on Generation Cohort and Need for Evolving L&D in IT Industry

Under the Guidance of

Dr. Geeta D’Souza

SUBMITTED BY:

SHIKHAR ARORA (HRA010)

ABHISHEK LAL (HRA037)

AJAY SAHOO (HRA055)

 Table of Content

S. No Topic Page Number

1 Introduction 3

2 Literature Review 4

3 Rationale of Study 14

4 Research Question 16

5 Research Objective 16

6 Research Design 16

7 Expected Outcome from the Study 17

8 References 18

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INTRODUCTION:

Millennials are expected to be 75% of the total workforce in India by 2025. Which means the
population with the access social networks, smartphones, tablets, and all the other digital technology
in use today, will be responsible for business growth. The new generation wants to:

1. Experiment with different roles and opportunities.

2. Most of them are keen to be mobile not just across geographical borders, but across various
functional corporate structures as well.

Organisations need to provide comprehensive training and development programs that advance and
drive specialist skills. These programs will benefit an organization in the long run as they will have
access to a pool of talent consisting of multi-skilled and highly experienced and dynamic group of
individuals.

Having established the evolving L&D with the advent of majority of millennial workforce, we have
identified IT industry as our scope of study. IT industry has been the major driver of service sector led
growth in India. However, since last 05 years, strong need has emerged to upskill Indian workforce to
match the AI, Blockchain and IoT led IT and ITES industry. IBM is one of the companies that has
come up with an L&D system in the lines of Netflix – the AI based system recommends trainings
based on past trainings taken. This is one of the many examples of how IT industry is changing L&D.

Through our study, we would like to dig deep into how IT industry is meeting business needs by
engaging Millennials in the backdrops of constantly changing deliverables with evolving technology

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LITERATURE REVIEW

Learning Style

There are multiple definitions of learning style. While learning style has been defined as the
individual preference for mode of instruction or study that is most effective (Rogowsky, Calhoun, &
Tallal, 2014). It has also been defined as the ways in which individuals begin to concentrate on,
process, internalize, and retain new and difficult academic information (Dunn, 1995). Keefe (1979)
defines learning styles as the “composite of characteristic cognitive, affective, and physiological
factors that serve as relatively stable indicators of how a learner perceives, interacts with, and
responds to the learning environment.” Stewart and Felicetti (1992) define learning styles as those
“educational conditions under which a student is most likely to learn.”

Definitions given by Dunn and Keefe focus on the means instead of ends. Usage of words like
‘concentrate’, ‘internalize’, ‘perceive’ and ‘respond’ are associated with learner’s reaction and not the
learning. They answer ‘how’ the learner wants to learn instead of ‘what’ has the learner learnt.
However, the definition by Rogowsky Colhoun & Tallal and Stewart & Felicetti defines learning style
as an outcome. Outcome that yields ‘effective’ and ‘most likelihood’ to learn. In our research paper,
since we are capturing the efficacy of learning as a separate dependent variable using Kirk Patrick’s
model of learning evaluation, we will limit our understanding of learning style to the definition given
by Dunn and Keefe. Basis, this we can further deduce that awareness of learning style theories,
approaches to learning, and learner intellectual development levels are integral to the success of the
training or teaching method (Felder & Brent, 2005). A mismatch between learning style and the
presentation of material can lead to poor learner performance (Surjono, 2015).

To evaluate the preferences, we will utilise The Felder-Soloman Index of Learning Styles (ILS; Felder
& Soloman, 2004) defines learning style as having four dimensions:

Active vs reflective – Active learners prefer active experimentation and working in groups, while
reflective learners prefer time to reflect on their observations individually. The idea of learning style
between active and reflective stems from Kolb’s Experiential Leaning Theory. This theory explains
four kinds of learning style:

 Concrete Experience – an individual’s preference to be involved in interpersonal interactions

 Reflective Observation – an individual’s preference toward reflection, information
collection, and careful observation. According to Kolb (1984), this learner is good at
examining items and concepts from multiple perspectives in order to formulate multiple
perspectives. This learner prefers watching and listening and then relying on their own their
observations to formulate a judgment. This individual is often patient, careful, and methodical
in evaluation of situations.

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  Abstract conceptualization – individual preferences towards the examination of abstract ideas
through logic and the breakdown of concepts. The AC learner uses cognitive thought
processes instead of relying on conclusions drawn from emotions.
 Active Experimentation – learner’s preference to be involved in the decision-making
process in order to control or influence situations. This learner focuses on doing rather than
observing. The practical applications of a situation in order to produce productive results
instead of engaging in reflective understanding of the situation.

Using Kolb’s components of active/reflective descriptions, Felder and Soloman incorporated only
Active and Reflective learning styles. Felder (1988) explains further that “Active Learners do not
learn much from lectures because they require them to receive information passively. They work and
learn better in situations that allow for group work and hands on experimentation”. Whereas reflective
learners prefer to learn by thinking though items as well as working alone. They tend to be theoretical
in preference and are more likely to favour materials containing critical analyses.

Sensing vs intuiting – Learners who identify with the sensing dimension prefer facts and data, while
those who identify as intuiting prefer principles and theories. The sensitive learning of knowledge is
the lowest level and least uncertain because learning is based on sensing an item instead of
understanding an idea. It is through the learner’s perception modes that ideas are processed

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intuitively, demonstratively, or sensitively (Ozmon & Craver, 2003). The intuitive learning mode is
where the learner has immediate understanding based on the idea being certain and obvious. Locke
describes the demonstrative mode as learned understanding where the individual may not immediately
gain understanding, but through small simple concepts being put together to form an understanding, a
certainty of truth is created.

Visual vs verbal – Theories associated with the medium of receiving information for a learner stems
from Neil Fleming (1987) who proposed VARK learning style theory. The acronym VARK stands for
Visual, Aural, Read/write, and Kinaesthetic sensory modalities. Visual learners remember what they
see, while verbal learners remember what they hear or explain to others. The categories according to
Lang (2004) refer to the ways that individuals prefer information to be delivered to them and the way
that they would prefer to deliver information. The four categories have been described as:

 Visual: Learner prefers to learn via graphs, charts and diagrams

 Auditory: Learners prefer tapes, lectures, speaking and discussing
 Read/write: This preference emphasizes text-based input and output in all its forms.
 Kinaesthetic: use of experience and practice simulated or real in which the learning
experiences the process

Felder takes into consideration only Visual and verbal. Visual includes both graphs, charts and
diagrams as well as text-based inputs. While auditory sounds and words. Kinaesthetic has been
broken into visual and verbal. Processing of information that involves movement, relating and action
is a part of both visual that is seeing as well as verbal that is listening.

Sequential vs global – The idea of sequential or global comes from Gregorc Mind Style Indicator.
Each individual possesses ability to order information, either sequentially (linear) or through
random/global (non-linear) abilities. Words that define sequential learning style are: conventional,
accurate, factual, organized, analytical, objective, logical, deliberate, and systematic. Global has been
defined as sensitive, compassionate, perceptive, imaginative, idealistic, flexible, quick, curious,
realistic, creative, innovative, instinctive, and adventurous.

Sequential learners follow a linear process of learning information and making decisions. Sequential
learners are comfortable with mastering material presented in a logically ordered progression, learning
it as the educator presents it. These learners display achievement and learn best when ideas and
concepts are presented in progression of complexity and difficulty.

Global learners are able to process information in a non-sequential way and can make intuitive leaps.
These individuals, according to Felder and Silverman (1988), may exhibit feelings of frustration, and
education is a difficult venture for these individuals until they are able to put the various instructional
pieces together to view the whole concept. Even with the new understanding, they tend to make

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intuitive leaps and then have difficulty explaining how they arrived at the solutions (Felder &
Silverman, 1988).

Felder’s Model is based on the idea that each learner has a preference on each of the four dimensions,
measured as values between +11 and -11. By using scales rather than types, the strengths of learning
style preferences can be described, enabling the model to distinguish between strong and weak
preferences for a particular learning style. The current evaluation system consists of forty-four
questions designed to assess preferences on the four dimensions of the original Felder-Silverman
model. Following table sums up the model:

Measurement of Learning Program

The Kirkpatrick Model is probably the best-known model for analysing and evaluating the results of
training and educational programs. It takes into account any style of training, both informal or formal,
to determine aptitude based on four levels criteria.

1. Level 1 Reaction measures how participants react to the training (e.g., satisfaction)
2. Level 2 Learning analyses if they truly understood the training (e.g., increase in knowledge,
skills or experience)
3. Level 3 Behaviour looks at if they are utilizing what they learned at work (e.g., change in
behaviours)
4. Level 4 Results determines if the material had a positive impact on the business / organization

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This model was developed by Dr. Donald Kirkpatrick (1924 – 2014) in the 1950s. The model can be
implemented before, throughout, and following training to show the value of training to the business.

As outlined by this system, evaluation needs to start with level one, after which as time and resources
will allow, should proceed in order through levels two, three, and four. Obtaining data for levels
beyond level 2 is not possible. Hence for our research, we will devise a questionnaire to evaluate the
impact of learning program.

Level 1 – Reaction

This helps in determining if the participants liked a particular program and how participants feel?

Level 2 – Evaluation

To gauge the level participants have developed in expertise, knowledge, or mindset.

Surveys can be raised and learners can be asked to fill in the responses in order to determine the
impact on these two levels.

Generational Cohort

Different types of intelligences resulting in difference in learning styles

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In earlier times an employee’s intelligence and learning capabilities were only gauged by their ability
to grasp knowledge and apply it in the real world through traditional classroom knowledge dissipation
techniques. However due to advancements in the learning and development industry and through
numerous research we have narrowed down the different kinds of intelligences present in different
people which further affects their learning styles and its effectiveness.

The traditionals have conformed to the traditional classroom learning styles irrespective of its
effectiveness, however due to aid in technologies, awareness of learning styles and differences in
learning preferences the millennial generation of learners tend to prefer a certain type of learning style
in sync with their natural intelligence.

One observation of such a study is that traditionals who are aware of their preferable learning styles
(study shows) are not that different from the millennial employees and do easily adapt to their
preferable learning styles compared to the traditional classroom learning.

However, one of the observations that have been made by different studies is that traditionals when
exposed to different learning modules with a different delivery method have found certain courses
with a certain methodology convenient and effective compared to the traditional learning methods

Our gap here is to research the effectiveness of different types of learning modules across generations
and how it affects the learning experience of employees, and while learning styles being the mediating
factor.

Demotivators in the learning experience across generations

Challenges in a multi-generational classroom, and how trainers can formulate their modules to combat
different learning challenges across generations.

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Trainers must become aware of these implications and must be ready to
address how this plays out in the multigenerational classrooms. Workplace trainers must also
have the ability to identify the collision of values regarding how people think in the
multigenerational classroom as well as how they learn. Classroom delivery must take into
account the bored Millennial sitting next to the Baby Boomer who feels the class is moving too
quickly (or vice versa). In soft skills training classes, such as strategy, leadership, and
management, training should be designed and targeted to each generation represented in the
classroom. Trainers must ensure that all groups understand and absorb the concepts or skill set
being presented in the classroom. Understanding and servicing the varying needs of all
generations are a critical skill required for today’s trainers. Trainers should be aware of the
generational distinctions and deploy strategies for addressing these nuances in the workplace
classroom. Unless they can put specific strategies in place, they will not motivate nor increase
employee productivity. This research seeks to discover if trainers are aware of the
multigenerational classroom issues in the workplace. The study will gauge generational
awareness amongst participants and extract best practices and strategies for improving classroom
delivery in the workplace.

Technology
Technology has had the greatest impact in the workplace classroom. It has changed how
businesses are run and has forced corporations to invest additional dollars into training them
employees on new technology (McMullin, Comeau, & Jovic, 2007). Are workplace trainers of
all generations aware of these trends and more importantly are they following the trends?
 The increasing demand for instructional design for mobile devices, tablets, video, and
 other new technologies (Meister, 2012)
 The movement towards training and social media (Sparta, 2012)
 The rapid advancements and shelf life software applications is anywhere from 6
 months to about 3 years which results in training and re-training (Arora, 2007)
 Advances to internet technology such as Web 2.0 and 3.0 (davidEPN, 2008)
 New research regarding learning (Atherton, 2011; Gardner, 2006)
 New learning modalities (Clark, 2010)
 New concepts for facilitation (Brookfield, 1986)
In an effort to remain current, today’s trainers must quickly accept, adopt, and
incorporate these new technologies into their workplace classrooms. Technology must be
facilitated in a way that ensures assimilation. Various generations may react better to various
kinds of facilitation strategies. When looking at challenges faced by trainers, we may wish to
focus on how approaches to facilitation are received by the various generational cohorts.

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This study seeks to identify new models for facilitating learning for all four groups
present in the multigenerational classroom. These models must take into account how new
technologies are being accepted by younger workers, while broader, more conceptual aspects
may be better assimilated by older students. Strategic solutions must include making new
technologies easier for older employees to master, while emphasizing the importance of
principles, concepts, and theories to younger students.

Training Methodologies
The next section of study requires evaluation of the types of training methodologies. Different
instructional methods, delivery systems and tools can be used to impart training based on the content,
objective and the target audience for the training program 
The three broad training methodologies are as follows: 
1. Lectures and demonstrations 
2. Games and Simulations 
Approaches of Training Methodologies 
1. Cognitive 
The formation of mental representations of the elements of a task; relationships amongst concepts;
rules of doing something. Focus is on skill development through mental processes such as learning,
reasoning, problem solving, decision making, memory, attention, etc 
2. Behavioural 
The formation of associations between specific actions and specific events (stimuli) in the
environment. These stimuli may either precede or follow the action (antecedents vs. consequences).
Focuses on measurable behaviours. Learning happens when there is acquisition of a
new behaviour through conditioning 
3. Constructivism 
The ACTIVE involvement of learners in constructing knowledge for themselves, and building new
ideas or concepts based upon current knowledge and past experience. Thus, a conceptual framework
is provided and the learner is provided scope to apply what he / she already knows and explore further
within this framework. 
4. Transformative Learning 
Explains how learners revise and reinterpret meaning; Adult Learners have a tendency to reject any
ideas that do not correspond to their particular values, associations and concepts; Transformative
learning takes place by discussing with others the “reasons presented in support of competing
interpretations, by critically examining evidence, arguments, and alternative points of view 
 

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Classroom Training (Lectures and Discussions) 
Classroom training is the most common form of training employees on any soft skills or hard skills
which the organizations seems necessary. It involves presentation of information by the trainer.
Trainee absorbs the information, however there is a possibility of very limited interaction with the
trainer or among trainees themselves.  It provides learners with information that is supported and
expanded through interactions and questions between trainee and trainer as well as amongst
trainers. Verbal and non-verbal communication provides feedback of extent of understanding.  
 
Classroom training is most effective when one needs to engage the audience and enable ‘guided
discovery’. When one needs to cover complex topics with conceptual heaviness, interaction breaks the
heaviness and gives feedback around extent of understanding. Questioning is a powerful tool here:
Open, closed, Overhead, Direct Question, Relay, Reverse 
However, there can be a number of drawbacks such as: 
 Limited scope for discussion so learner’s interest wanes 
 Control over discussion-Discussions can go tangential 
 Difficult to ensure if all participants are engaged  

e-Learning Modules
E learning modules have also become a major part of training employees with the relevant skills.
Massive open online course (MOOC) is an online course that has open access and interactive
participation by means of the Web. Course materials such as lectures, videos, discussions are also
available and can prove to be handy from a learner’s perspective. Apart from this, MOOCs also offer
interactive user forums, which are extremely useful in building a community for students, TAs, and
professors.
 
Games and Simulations 
Designed to reproduce the trainees’ context and actual work environment in terms of the equipment
used, interpersonal interaction that trainee typically undergoes, complexity of decision making he /
she undergoes, etc. 
 Equipment Simulators 
 Business Games 
Equipment Simulators 
Mechanical devices that replicate exactly / almost exactly the equipment that the trainee will use in
real-‐time on the job 

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Physical fidelity: Replicates the physical aspects of the equipment and operating
environment Psychological fidelity: Time pressures, social relatedness aspects, demands and stress
because of environmental conditions – such as safety hazards, etc. 
Business Games 
Simulations that are based on rules, relationships, principles, etc and trainees based on these ‘rules’
have to take a decision. There are win-‐lose and competitiveness elements. They use some sort of
‘equipment’ / instrument. E.g. Stock Trading – some money exchange needs to happen. 
It is most effective when: 
 The rules of the Game should be made very clear 
 They can be applied to different audience with slight modification 
A few drawbacks of business games are that the cost associated with these games is generally higher
and it can be difficult to realistically represent the real-world scenarios.  

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RATIONALE OF STUDY
The focus of study for this research paper would be the Information Technology (IT) Sector. Since its
inception, the IT Sector in India has constantly evolved at a rapid pace and has become one of the
major contributors to the Indian Economy. The IT hub in India serves a lot of western countries and
owing to the changing demands of the customers there is a growing need for the employees to be up
to date with the advanced technologies which are coming in to the market. Hence it becomes that
much more crucial for the organizations to equip their employees with the new and upcoming
technologies in order for the company to grow and stay relevant in the ever-changing business
environment.

The learning and development methodologies have also evolved with the growing pace of technology.
The training methodologies have become that much more prevalent in the organizations who are
relying more and more on technological support to conduct these training programs. As a part of this
study, we want to understand the correlation between generational cohort, learning style preferences,
medium of training and impact of the training.

As a society, we have moved from an era of data scarcity- when data was expensive, hard to get and
complicated for us to make any sense of - to an era of data abundance where anyone can access to the
Googles of the world that offer deep insights. The abundance has created a fundamental societal shift;
we have now become contributors to this data ecosystem: from sending/receiving emails, checking a
mobile application, sending a text, accessing social media, using bank cards, swiping security pass
etc. we are all generating data.

Now, one of the easiest and the simplest by-products of data abundance is the fact that we are all
overwhelmed and this information overwhelm has become the norm.

Transformation from linear to infinite:  To dive a little bit into the information overwhelm, we just
need to look at how our relationship with information has evolved past years. If we think of our
experience of consuming information in school or college, we had textbooks. Over the course of the
semester, we would go from the beginning of the textbook to the end of that textbook. We had
developed the entire education philosophy around this idea of linear information consumption.

And now with the internet, there is no linear. The ecosystem has become infinite and there are no exit
points. Even though yet we rationally know this, it is very hard to shake decades of this
reinforcement. And that is where information overwhelm becomes a part of our brain because,
emotionally, the brain is still looking for that exit point.

The idea of institutional ambiguity is that everything is changing so fast now that it is very hard for
the organizations to have answers when the answers themselves are constantly evolving. We should
forget about the idea of digital transformation. The word transformation implies that once you

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complete the journey of a change and you are transformed, you stop. This attitude should never come
up.

It can be argued, that transformation is too slow for what is happening across industries right now and
that we need to shift to organizational evolution and evolution simply means a continuous adaptation
to changing market conditions. Industries are now engaged in a much different type of agile, of
reactive innovation, of reactive change with which they need to constantly match up.

So, what does this mean for organisations today? It means that the organisations must start embracing
a state of informational zen. They should no longer be committed to the idea of knowing everything.
Rather, it is important to accept a constant rate of unfinishedness. It is important for the organisations
to transform from “know-it-all” to “learn-it-all” organisations.

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RESEARCH QUESTIONS

For the purpose of the study, Indian IT industry has been focused upon. This research paper seeks to
address following major questions in terms of changing learning and development needs and what the
newer generation expects from L&D:

 How widely are the learning preferences spread across employees in the IT industry?
 Is there a significant correlation between generational cohorts and learning style?
 How are learning preferences getting manifested into preferences medium of providing and
delivering raining programmes?
 What is the impact of training programmes on employees in terms of immediate reaction and
work evaluation?

RESEARCH OBJECTIVE

The purpose of this study is to understand the causality between generational cohort and learning
preferences which will ultimately yield tangible results for organisation and assist them in making a
more robust and evolved Learning and Development programmes in terms of content and medium of
delivery.

RESEARCH METHODOLOGY

1. Identification of Research Site: The proposed relationships are to be explored across an

estimated sample size of 150 respondents across three major IT firms is India namely Infosys,
Capgemini and IBM.
2. Participants/Respondents for the Study: The number of respondents will be equivalently
spread across the two generations. The employees would be directly involved in the core
business and not support services.
3. Data Collection Phase: Data would be collected from respondents through surveys.
Questions of the survey would help capture preferences related to the learning style as well as
medium of training. A forty-four-question survey designed by Felder to understand the
learning style would be utilised.
4. Formulation and testing of hypothesis: Hypothesis would be created covering causal
relationships across the variables. Using the data collected, correlation would be established
across the identified variables. Tools like excel and SPSS will be used to analyse the data
accumulated.
5. Findings: This section would state the findings of the study in a logical sequence which
would further define the acceptance or rejection of the hypothesis.

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EXPECTED OUTCOME FROM THE STUDY

The study will help understand the causality between generational cohort and learning preferences
which will ultimately yield tangible results for organisation and assist them in making a more robust
and evolved Learning and Development programmes in terms of content and medium of delivery.

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