Training remains a critical component of HR functions. By offering proper professional development at different job levels (entry, middle management or executive), a staff member is not only able to maintain an up-to-date knowledge of most recent career developments but also, more significantly, will be able to pursue a meaningful career in different organizational contexts. The case for professional development, particularly for entry-level workers, has acquired more significance in recent years for a unique demographic reason. The evolution of what is currently being referred to as "Millennials" has come to shift paradigms in different social, economic and political contexts, including workplace. In response, a growing number of businesses are creating development programs in order to better cater for needs of a rich, new workforce. The Millennials (or, Generation Y) are a different set of new job entrants compared to older generations (particularly Generation X). The case for a different approach to development of Millennials compared to conventional approaches is, in fact, informed by specific characteristics distinguishing Millennials but also by an evolution which has come to define how business functions are performed in recent years using computer-enabled innovations and, not least, a radical change in work conceptualization.
One critical approach to a successful professional development program for Millennials is examining skill and knowledge portfolios. The Millennials, individuals born since early 1980s, are shown to exhibit unique competencies geared to web communications and mobility devices (Gorman, Nelson & Glassman, 2004). This orientation has, if anything, set Millennials aside from older generations of workers. Combined by a conversion into information economy across different business sectors, Millennials are apt to leverage organizational performance should new skill and knowledge portfolios (informed by web communications and mobility applications and platforms) are incorporated into strategic human resources management policies and programs. The proper identification of skill and knowledge portfolios of new Millennial entrants is apt to guide subsequent processes of program development and delivery (as is discussed shortly in more detail).
The emergence of Millennials as a unique, new workforce segment is also identified, notably, well before graduation. If anything, reference / library organizations hire students in order to perform routine frontline functions (Langan, 2012). The need of Millennial students-professionals for a different development approach, particularly on virtual referencing compared to older generations of librarians (Langan) is indicative – again – of how Millennials posses skill and knowledge portfolios which are differentiated from comparable portfolios for older generations. The studentship and professionalism status is, indeed, a defining feature of Millennials which should be catered for in designing proper development programs (as is proposed shortly).
Integral to understanding a Millennial entry level incumbent or candidate is developing proper metrics and benchmarks in order to identify Millennial professional needs upon joining an organization and after gradual integration into existing workforce. The metrics and benchmarks can be proposed along dimensions of: (1) empathy, (2) motivation and rewarding systems, (3) growth opportunities, (4) feedback system and (5) promotions ("How to manage the millennials," n.d.). By coaching Millennials in more innovatively (e.g. by organizing meetings in less formal settings or granting permissions for performing routine functions according to each worker's own schedule), managers would be better able to manage Millennials. As well, since Millennials are shown to be motivated less by cash incentives, motivation and rewarding systems should be designed such as to customize rewards according to each worker's motivational style ("How to manage the millennials"). For Millennials, growth is a critical retention variable. Compared to older generations, particularly Generation X, Millennials seek continuous growth – in short periods – in order to deliver and hence significance of frequent feedback and promotions. Therefore, in order to better design development programs for Millennials, specific metrics and benchmarks should be in place.
Broadly, part of integrating Millennials into current organizational context depends on "merging" skill and knowledge portfolios of all available human resources. Specifically, by embracing different generations, X and Y, in an organizational context, business leaders are apt to generate optimum outcomes. The significance of embracing younger, entry-level workers into existing work pool is emphasized in a growing body of literature (Downing, 2006; Glass, 2007). Indeed, diversity is an established value in more developed organizations. There is no denying, accordingly, intergenerational diversity is also a valuable asset for organizations. The intergenerational diversity can be employed in different programs and polices an HR function can adopt. For example, by designing mentoring and coaching programs aimed at bridging gaps between different generations of workers, conflict between generations at workplace could change to collaboration based not only on corporate values but also, more significantly, on mutual respect and a universal understanding of inevitability of reciprocity of learning processes.
The case for intergenerational collaboration cannot be overemphasized, if only for mere organizational reasons. Notably, differences in backgrounds, life experiences, work ethics and deep-rooted attitudes impact on HR functions of retention and motivation (Glass). By comparing Millennials to Generation X, notable distinctions in retention and motivation patterns emerge. Specifically, where Millennials are more likely to switch jobs, if not careers, more quickly and would opt for more customizable benefits and rewards ("How to manage the millennials"), X Generation workers stay longer in one organizational ecosystem and accept offered benefits and rewards (usually in cash).
The proposition of different development programs for Millennial workers is, accordingly, a necessity as more and more younger workers join workforce. From an HR perspective, working out a new Millennial development program requires a different approach to designing development programs by specifically addressing characteristics unique to Millennial workers as discussed above. From a senior management perspective, managing Millennial workers is not only an operational detail left out for HR function to handle but, more significantly, a strategic choice which, if managed appropriately, is apt to leverage organizational overall performance. In a nutshell, in order for Millennial workers to be effectively integrated into existing workforce (and later lead organizations), a set of recommendations are proposed as follows:
Develop metrics and benchmarks to identify and appraise Millennial skill and knowledge portfolio.
Create intergenerational mentoring / coaching programs for sharing institutional knowledge and skills and, not least, establish a culture of reciprocity of learning between all generations.
Embrace Millennial workers in each and every possible organization-wide gathering for further integration and preparation for future leadership roles.
In a final positive note, Millennial workers are apt to contribute considerably in next decades as baby boomers (Generation X) retire gradually, a contribution which is a far departure from contributions of older generations. Further, Millennial workers are not only changing working habits across different business contexts but are, in fact, changing what work means. For Millennial workers, work is no longer a place one goes to but a function one performs anywhere, anyhow.
References
Downing, K. Next generation: What leaders need to know about the millennials. Leadership in Action, 26(3), 3-6. Wiley Online Library. doi: 10.1002/lia.1161
Glass, A. (2007). Understanding generational differences for competitive success. Industrial and Commercial Training, 39(2), 98 – 103. Emerald Insight. doi: 10.1108/00197850710732424
Gorman, P., Nelson, T., & Glassman, A. (2004). The Millennial Generation: A Strategic Opportunity. Organizational Analysis, 12(3), 255-270. EBSCO. Retrieved from https://www.ebscohost.com/
How to manage the millennials. (n.d.) PricewaterhouseCoopers. Retrieved from http://www.pwc.com/gx/en/issues/talent/future-of-work/managing-millennials.html
Langan, K. (2012). Training Millennials: a practical and theoretical approach. Reference Services Review, 40(1), 24 – 48. Emerald Insight. doi: 10.1108/00907321211203612
