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Figure 3 outlines some solutions and recommendations, some
of which are described in detail below. How does it help those concerned with
the development of 

Generation Y? 

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Figure 3 outlines some solutions and recommendations, some
of which are described in detail below. How does it help those concerned with
the development of 

Generation Y? 

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Generation Y learning preferences and expectation When it comes to learning, Generation Y do not simply hold preferences, but expectations.

1. Doing is more important than knowing Rapid technology advances have contributed to Generation Y having a much lower reliance on a personal knowledge database stored in their brain, and more on ending factual information at the moment it is needed. Knowledge is no longer perceived to be the ultimate goal of this generation; results and actions are now more valued than the accumulation or memorization of facts.

2. A need for immediacy

Generation Y live in a 24/7 culture where there is little

tolerance for delays, and like to receive information just in time and from several multimedia sources. For example, a university lecturer states:

“Learning is now very surface-level and last minute. In some respects that may be OK. In business, activities are date-driven and there is a demand for outputs.”

3. Trial and error approach to problem solving

As a result of not wanting (or needing) to accumulate knowledge, Generation Y are more interested in problem based learning.

4. Low boredom threshold

In the media, Generation Y is often described as having low boredom thresholds and short attention spans. The research identiﬁes very diverse views on this.

5. Multitasking and parallel processing

Generation Y are most comfortable when they are engaged simultaneously in multiple activities such as listening to music, texting and writing. This is simply a way of life for them. The information overload will increase as technology continues to advance and all generations will respond by multitasking. Consequently, spending time on investigating a problem will be a luxury.

6. Visual, nonlinear and virtual learning

Visual modes of learning are preferred by a large percentage of the population, and are especially important for Generation Y who grew up with lots of visual stimuli. Generation Y are also described as holistic learners – oriented towards a nonlinear and non-sequential learning.

7. Collaborative learning

Generation Y do not want isolated lecture based information: they value interaction, networking, active participation and staying connected – anytime, anyplace.

8. Constructiveness approach

The learning theory of social constructivism states that learners learn by constructing their own meaning and understanding collaboratively, within the context of social interactions, through a process of ‘meaning making, as opposed to passively absorbing the contents of lectures or books

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THE STRENGTHS AND WEAKNESSES GENERATION Y

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THE STRENGTHS AND WEAKNESSES GENERATION Y

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Figure 2 shows Generation Y strengths in green; weaknesses

in pink; and a mixture of strengths and weaknesses varying within the Generation Y population in orange. The critical point(s) at which those skills are (or should be) developed are shown along the top row. The green skills should be exploited more often by older generations, who often focus on the pink portion. Each member of Generation Y is an individual, so that areas in the orange or pink need to be considered on an individual basis.

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This picture is about the generation Y at a glance. 

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This picture is about the generation Y at a glance. 

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This picture is about the generation Y at aglance.

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