Human Resource Management Intervention Proposal

Bridging the Generational Gap in the Workplace

Juan Bautista-Cruz
Channetta Johnson
James Madison University

Introduction: CJs Outlet Inc.

Name of Organization: C.J.s Super Outlet Inc. (Retail Industry)

Headquarters: Seattle, WA

Mission Statement:
- C.J.s Super Outlet Inc., aims to provide outstanding customer satisfaction in the retail
industry. Though, our competitors try to compare, we strive for perfection.

Motto: Spend less, Save time, Buy more

Background/Companys Essential Problem

American Retailer that operates across North America.
Founded in 1902.
Headquartered in Seattle, WA.
Recent graduates hired as Executive straight from out of college without work
experience
Adults in the workplace feel that they do not get promoted because of lack of
educational background.

Bridging The Gap Employee Training

Hands on Training
Mentoring Program
Computer training
Mandatory for new employees

Literature Review
Different generations working in the workplace.
How can organizations retain valuable senior employees while recruiting bright
young talents?
How can companies use the strengths of different generations to stay competitive?
Older adults may feel lack of adequate support from employers and limited
opportunity to advance in the workplace.

Project Objectives
1.Employees will increase communication between generations through various training
modules.
2.Employees will provide opportunities for knowledge-sharing across the age groups and
promote a culture that fosters and encourages this type of employee relationships with group
discussions.
3.Employees will engage in a mentoring programs that will allow both generations to share
their skills and knowledge.
4.Employees will increase retention and engagement through hands-on training workshops.
5.Employees will create supportive work environment for an increasingly diverse population,
by working together in cross-functional team efforts.

Approach: ADDIE FRAMEWORK

Analyze, Design, Develop, Implementation, Evaluation

The Dick and Carey Systems: Approach Model for

Designing Instruction

PHASE 1: Analyze

Goals, Instructional Analysis, Performance

Objectives
Design Goals (Needs Analysis): Our sister organization is helping our
organization conduct a Needs Analysis because their company holds 100%
satisfaction rates, great customer service reviews, and most importantly a
productive work environment.
Literature Review: Used best practices and theory for effectively developing
instructional training for generational mishap.
Instructional Analysis: Outline of Bridging the Gap, has been created for the
workplace. Demonstrates what employees are doing, stresses performance goals.
Learners/Context: KSAs will determine effectiveness of new training.
Performance Objectives

PHASE 2: Design

(Prototype, Assessment Instruments,)

Prototype/Training: Bridging the Gap from Generation to Generation
Assessment Instruments: Bases upon the performance objectives, there
will be assessments developed to measure the employees ability to perform.

PHASE 3: Develop

Instructional Strategy, Instructional

Materials
Instructional Strategy: The strategy taken will be based upon the companys
program objectives. The strategy will emphasize the components used such as
training modules, hands on training and instructional performances.
Instructional Materials: Computers, training modules, assessments, evaluations

PHASE 4: Implementation

Improving Instructional Design/Training

Improving Instructional Design/Training: Training is created, implemented and
then evaluated (summative evaluation)

PHASE 5: Evaluation

Formative/Summative
Formative

Summative

Level 1: Reaction (Engage with our

employees to ensure the training plan is
effective).

Will be conducted when the training

is completed and fully assessed!

Level 2: Learning (Employees must

reflect our performance objectives
during their job performance)
Level 3: Transfer (employees must
transfer what they have learned from
the training onto the actual job site).
Level 4: Results (Partnered with a
sister company in hopes to have
successful performance outcomes.

Was the training successful?

How do we know?
Are the employees making full
progression?
Has the work environment changed
in a positive manner?
Are all employees getting along?

Stakeholders
President: Juan Bautista- Cruz (Oversees the entire organization in which the companies fall under).
Vice President: Channetta Johnson (Assist the president and help oversee the entire organization in
which the companies fall under).
Executive Director: Sheryl Cunningham (Assistant to the President and oversees the Executive Board)
Executive Board Committee Manager: Steven Fitzgerald (Oversees all companies that fall under the
entire organization. Each board member is assigned to one of the seven companies including CJs Outlet
and Surplus Outlet Center).
Surplus Outlet Center Inc. Executive Board Member: Alexander Forte (Overseeing and helping
reconstruct the training (Bridging the Gap) for CJs Outlet Inc.) Responsible for leading the assessment
process of the training).
CJs Outlet Executive Board Member: Tessa Steward (Oversees management at CJs Outlet Inc.).
CJs Outlet Inc. Management Director: Leonardo Gustavo (Oversees the lower level management.
Essential to this training process because the improvement is ultimately the managements
responsibility when all assessments are completed).

Generational Key-Take-A-ways
Ensure your employees are always engaged with one another (mentoring etc.).
Performance evaluations should take place in the workplace whether young or old.
Generational Gaps are normal; however, there is a time and place for everything.
Understand the work environment and its entirety, and the employees working for
you.
Be proactive about a problem you see occurring before hand.
Ensure your employees work well together for the benefit of the company.

QUESTIONS???

References
Dick, W., Carey, L., & Carey, O. J. (2005). The systematic design of instruction (6th
ed.). Boston, MA: Pearson.
Radovic-Markovic, M. (2013). An Aging Workforce: Employment Opportunities and
Obstacles. Cadmus, 1(6), 142-155.
Raines, C. (2014, April 29). Younger Boss/Older Worker. Retrieved December 3, 2015,
from http://www.amanet.org/training/articles/Younger-Boss-Older
Worker.aspx#about_author
Smith, L. P., & Ragan, J. T. (2005). Instructional design (3rd ed.). Danvers, MA: John
Wiley & Sons, Inc.
Woodward, I. C., Vongswasdi, P., & More, E. A. (2015). Generational Diversity at Work:
A Systematic Review of the Research. INSEAD Working Papers Collection, (48), 1-71.