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PodcastTraining across generations: Adapting delivery for a range of workers based on age and experience.
Duration: 7m52s
AUSMASA Intro: Welcome to the Train-the-Trainer Podcast, proudly brought to you by the Australian Mining and Automotive Skills Alliance. Empowering industry to develop essential workforce capabilities for today and tomorrow.
It's great to have your company on this first episode. My name is Marc Ratcliffe, and today I'm joined by Rob Vickers and Jess Walsh to talk about training across generations. Howdy folks!
Rob: Hi Marc, hey Jess.
Jess: Hi, guys! I'm thrilled to be here.
Marc: And what a super topic we have to kick off the series.
Jess. I know, right, Marc? Yeah, it should be fun.
Marc: So let me set the scene. Whether you're working on a mine site, a heavy vehicle workshop or even an automotive service centre, your workforce will likely include a wide mix of people with very different backgrounds and experience levels.
Rob: Yeah, you might be training a first-year apprentice who has only just started in the industry.
Jess: And at the same time, you may also be delivering training to a tradie with twenty or thirty years of experience.
Marc: And sometimes those differences can make training feel challenging. Don't you think?
Jess: Yeah
Rob: a-huh
Marc: But they can also be one of the biggest strengths of a workplace learning environment. So, let's dive in…
Marc: When people talk about generational training, they often focus on stereotypes. What do we think?
Jess: You'll hear comments like: 'Young workers only want technology'.
Or 'Older workers resist change'.
Marc: Yeah, I agree. But in reality, effective training across generations isn't about age. It's about experience, expectations and ultimately, the learning context.
Rob: It's often about getting the reference points right.
Marc: Okay, can you give us an example, Rob?
Rob: Sure, think about when you have someone who is new to the industry. They often need a clear structure. They want to understand: What are the steps involved in completing this task? What tools should I use? What mistakes should I watch out for?
Marc: Okay.
Rob: In contrast, someone who's performed that task repeatedly for many years may already know the basic process. Therefore, what they want to understand is something slightly different.
Marc: Different in what way, Rob?
Rob: They want to know why the procedure has changed. What new risks are involved? Or how does this process improve things like safety, efficiency or compliance?
Jess: So, do you think the difference in perspective is important here, Rob?
Rob: Yeah, if training focuses only on explaining the steps, experienced workers will disengage, and if you focus only on broader concepts or regulatory requirements, newer workers may struggle to keep up.
Marc: So, what you're saying is, the most effective trainers address both perspectives.
Rob: That's right, Marc. They recognise what people already know while still creating space for the new learning.
Marc: I see what you're saying, Rob. Okay. Now, over to you, Jess: what does effective cross-generational training actually look like?
Jess: One practical strategy is to vary how information is delivered. Don't rely only on slides, and don't rely only on verbal explanation.
Marc: So, are you thinking a mix is important, Jess?
Jess: Yeah, you have to have variety to promote reinforcement: show the task, explain the task, discuss the reasons behind it, and then let learners practise.
Marc: It sounds like it is a case of 'too much of the same thing' is never good.
Rob: And that practice piece is so important, too.
Marc: Yeah, you can't understate it.
Rob: It's not real for most people until they do it.
Marc: Yeah, but you can't skip right to the practice. You have to lay the foundations down for success first.
Jess: How could this work, Marc?
Marc: Well, thanks for asking. For example, if you're training workers on pre-start inspections, don't just read through a checklist. Start by asking the group what defects they've actually found in the field. That brings in the experience.
Jess: Okay.
Marc: Then demonstrate a quality inspection process step by step so they can see it in real time. And then they know what to expect.
Jess: That makes sense. And then, at the end, you could give the learners a realistic scenario to work through in pairs or small groups. This brings in the application.
Marc: Exactly! I love that. And what about you, Rob? What are some other important considerations?
Rob: I think you'd both agree that another important point is pacing. Some learners want quick movement and interaction, while others want time to process, question, and connect the training to what they already do.
Marc: Yeah, a rushed session can frustrate experienced workers who want depth, while a slow session can lose younger learners who need that momentum.
Jess: This is why chunking content works so well. Break learning into smaller sections, check understanding as you go, and then build in short discussions or practical tasks.
Marc: All good ideas there.
Now, technology is another area where generational assumptions can cause problems. What are your thoughts on this, Jess?
Jess: I agree, some trainers assume younger workers automatically want digital learning, and older workers don't. In reality, the issue is usually not age. It is relevance and confidence.
Marc: I think you're right. And if a digital tool makes the learning clearer, faster, or safer, use it. And of course, the opposite is also true.
Jess: But it's important to explain it well and support people in using it, right? Nobody likes feeling embarrassed in training, especially at work.
Marc: Hundred per cent! The secret is how you frame the instructions, and later on down the track, the feedback.
Rob: I think language matters here, too. We should avoid talking down to younger workers and patronising older workers. Good training language is clear, direct, and respectful.
Marc: Yeah, good call, Rob! And in mining and automotive settings, learners tend to value authenticity. You know, they want examples that sound real, not classroom-only theory.
Rob: So true.
Jess: Yeah.
Marc: Well, what else do you have, folks?
Jess: I think it also helps to build peer learning into the session.
Marc: Can you explain that a bit more, Jess?
Jess: Well, experienced workers often have great practical insight. Whereas less experienced workers often ask fresh questions that expose assumptions. When managed well, this combination is powerful.
Rob: So, the learners are helping each other out?
Jess: Yeah, the peer learning is all about getting the best from the rest.
Rob: I like that!
Marc: I love that too.
Marc: I guess as an example of that, you could ask an experienced operator to explain how they identify an issue early, then ask a new worker what part of the process is still unclear.
Jess: Yes, that exchange helps both learners.
Marc: Awesome. Well, Rob, Jess, thanks for dropping by. I look forward to catching up with you on a future episode.
Rob: Thanks, my pleasure.
Jess: It's been fun!
Marc: We've been talking about training across generations today. In the end, I think it's important to remember that adapting delivery doesn't mean creating a separate course for every age group. It means using flexible methods, inviting contribution, checking understanding, and making learning relevant to the real work being done.
The most effective trainers are not the ones who teach a generation. They're the ones who teach the people in front of them. So, the next time you deliver training, ask yourself: Have I made space for experience? Have I made room for questions? Have I used more than one way to teach this? And have I connected it back to the job?
Because when we train across generations well, we do more than pass on information. We build stronger teams, safer habits, and better workplaces.
We'll catch you next time.
AUSMASA Outro: Search AUSMASA Resources for more videos, guides, templates and checklists to support your role and help progress your Vet career. Check these out at: ausmasa.org.au/resources.
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