How to train today's diverse workforce effectively.

Today's workforce is as diverse as the communities we manage and the residents we serve. When it comes to managing the property and taking care of the residents, we customize our approach to fit the needs of the situation. So how do we customize our training to ensure learning transfer occurs for each unique individual?

Trainers must consider how to meet the learning needs of all employees when developing and delivering training programs. This is especially challenging when applied to classroom learning. 

If a trainer is to be successful in providing an engaging and enriching learning experience for employees, that trainer must consider the many elements that impact the learners, and then identify solutions to overcome barriers to learning.

Diversity Defined

What comes to mind when hearing the word "diversity"? So much is said about the impact that four generations have had in the workplace and their differences. Often overlooked is the fact that there are many other characteristics that make up the workforce and impact learning.

Michele Mamet, Senior Vice President of Human Resources for Mercy Housing says, "Having a monochromatic view of diversity may result in a false paradigm of how to communicate when you are trying to create a shared learning experience." It is important to look at a variety of factors of diversity, and consider how they impact learning in order to identify solutions in design and delivery of training.

Generational. At Mercy Housing, employees range in age from 17 to 83. While generational differences cannot be the sole focus, there is no denying that certain challenges in training arise because it employs four generations of workers-Veterans, Baby Boomers, Generation X and Millennials. Generational differences result from influences on the individuals during their formative years, including historical events and new technology. 

If facilitating a class to a group comprised of only one generation, the task might be easier, but this scenario is not likely. Training across generational divides is more challenging. The one caution when considering generational differences is not to allow patterns or trends to become stereotypes. Many Baby Boomers behave more like their Millennial children than like their middle-aged peers in a variety of ways, but most significantly, in their use of technology.

Gender. Some theorists maintain that men and women think differently, but now, neuroscience has found empirical evidence to support these claims. Through brain imaging, researchers found significant differences in brain functions between men and women. For example, women tend to look more at the big picture while men tend to focus on details. This is not to say that a man's brain or a woman's brain is better or worse. It is simply different, which will influence how each learns.

Learning Styles and Personality. Learners have preferences in the ways they perceive and process new learning. These preferences go well beyond the terms commonly associated with learning styles such as visual (seeing), auditory (hearing) and kinesthetic (doing). Consider these four categories:

• Active and Reflective—Active learners understand and retain information better by doing something with it, such as discussing, applying it or explaining it to others. Reflective learners prefer to think through the material first; quietly, on their own.

• Sensing and Intuitive—Sensing learners prefer learning facts while intuitive learners prefer discovering new possibilities or identifying patterns and relationships. Sensors approach problem solving using well-established methods while intuitors like innovation.

• Visual and Verbal—Visual learners remember best what they see while verbal learners get more from words, both written and spoken.

• Sequential and Global—Sequential learners gain understanding through a step by step, logical process. Global learners prefer the big picture and learn best when they are given the opportunity to understand concepts before focusing on details.

Cultural Factors. Culture encompasses the characteristics of a group of people who are influenced by factors such as race, language and social habits. A learner's perception of the training, its purpose and how to use the information, is filtered through his or her experiences. Some perceptions may be based on their cultural identity. An example is that employees often are instructed to make eye contact when interacting with prospects and residents. This behavior is highly inappropriate in some cultures. Culture often influences how an individual interacts with others in the class, and how he or she engages in discussion.

Education and Experience Level. It is rare to have a group of attendees at a training program where everyone is at the same level of education and experience. It becomes a challenge to the trainer to facilitate a training program that is clear enough for the novice to absorb (and not bore others), yet challenging enough to engage somebody who is highly experienced in the topic (and not make others feel inferior).

Barriers to Learning. Educators must be aware that there may be a variety of barriers to learning among the attendees in a class. One relevant issue is a person's past educational experience. If a person has had negative educational experiences, the past becomes a barrier to learning. These negative experiences may include test anxiety, failures or lack of a support system in early childhood. A common barrier to learning is stress, such as a focus on work that is not getting done back at the property while learners are in the training program. Additional anxiety may occur if the student is insecure about literacy. Some attendees may speak English as a second language and are not comfortable when hearing and speaking English in the class.

Cognitive Neuroscience and Education

A new field of study is emerging that looks at the intersection of cognitive neuroscience and education. This new field, which has been called educational neuroscience or neuroeducation, investigates the basic biological processes involved in learning. Every training professional should have at least a fundamental understanding about the brain in order to apply neuroscience to the development of people within their organization.

A few of the basics:

• Learning is a process in which new brain cell connections are made.

• Changes in neural connections fundamental to learning do not occur when learning experiences are not active.

• "All learning has an emotional base" is a theory posited by Plato more than 2,000 years ago.

• Motivation is driven by emotion.

• Sustained focus is essential for learning.

• Changes in the brain, e.g. learning, reverse if a person does not use what he or she has learned.

What Is the Answer?

Statistics alone will support the claim that the apartment industry's workforce is incredibly diverse. Accepting the theory, or even just the possibility, that various elements of diversity influence learning, and incorporating the concepts from neuroeducation, are ways to make the learning transaction a positive experience for each unique individual is possible.

Pre-class Communication. Send a pre-class communication to each person registered for a class. This communication should include a brief overview of the class, an explanation of why the person is registered to attend and pertinent class details such as time, location, what to bring to class, where to park, etc. This helps prepare the learners to focus during the training if they understand what they will learn and why it is relevant to their work. All learners are more engaged when they see how the training will benefit them. Creating a template for each class facilitated, and then customizing it with specific class detail is helpful.

Trainer Self-Awareness. If designing or facilitating training, trainers should have a strong self-awareness of their own personality type and learning preferences, and implicit biases or belief systems. Trainers tend to stay in their comfort zone, so their own preferences may be strongly infused in the training, which may not appeal to the other personalities or learning preferences. Trainers must be able to design and present a balanced program that includes elements that invite all personalities and learning types to participate.

Set Ground Rules. Bringing together a diverse group always carries the potential for conflict. Setting ground rules up front is one way to create a learning environment where attendees understand that all perspectives are encouraged and are to be respected. This is also when you should communicate what is expected of the class, and what they can expect from you. Creating a safe learning environment is a key to engaging all attendees in the class.

Flexibility in Facilitation. Once a course has been developed and materials printed, the trainer can still customize the learning experience by being flexible in their facilitation.

Dr. Debbie Phillips, Instructor at Georgia Institute of Technology, states, "Trainers can get comfortable and read from the same script. They need to acknowledge the uniqueness of every class."

Skilled facilitators will learn to observe indicators from the class that direct them to the most effective way to facilitate the material. For example, if the instructor senses that there are a high number of people with a preference for introversion in the class, he or she could change an activity designed to be discussed, into one to be completed individually first to allow time for reflection. The trainer should also determine when to allow a productive discussion to continue past the allotted time, knowing that there may not be time to cover all other material.

Vary Design Elements. In order to appeal to all personality types and each learning preference, it is important to vary design elements. This includes opportunities for discussion and reflection, details and the big picture, established processes and new approaches, structure and flexibility. Incorporate elements that attendees can see, hear and do. Having a variety of learning elements will ensure that learners will participate while in their comfort zone at times, yet, have the opportunity to stretch and grow while learning outside of their preferred style.

For example, Baby Boomers tend to focus on process while Millennials tend to focus on results. Appeal to both characteristics by designing realistic case studies, then have learners work in small groups to discuss the facts of the case and devise multiple solutions.

If there are any concerns about literacy or language barriers, design responses that can be written in bullet points and short phrases versus full sentences or paragraphs. This will help participants focus on the concepts rather than spelling and grammar.

Anecdotes and Stories. Keeping in mind that all learning has an emotional base, use anecdotes and stories to illustrate concepts. Stories elicit a strong emotional response, positive or negative, and help make a lesson memorable.

Infuse Technology. Technology will certainly continue to be an important component of learning. While use of technology in online learning is an entirely different discussion, trainers should look for ways to add it into classroom-setting programs. Technology needs to be user-friendly, as anything too complex may cause participants intimidated by technology to check out of the class altogether.

Shana Treger, Director of Education for the NAA Education Institute (NAAEI), recommends something like Poll Everywhere. This is a simple program where the software is on the trainer's computer, and participants only need to use the texting function on their cell phone. The trainer can add quiz questions or polls into the course that will not only check understanding, but will also keep participants engaged, and satisfy those who prefer to use technology.

Trainers have a duty to provide each learner with a positive learning experience and the opportunity to obtain the full benefit of the training. By being aware of the various layers of diversity, and having a basic understanding of how the brain learns, we are able to create and deliver effective training programs that not only engage all learners, but will help to achieve the organizational objectives of the training. Great minds certainly do not learn alike, so embracing the differences will benefit us all. 

Susan Sherfield is National Director of Education for Mercy Housing Management Group in Atlanta.