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Webology (ISSN: 1735-188X)
Volume 19, Number 2, 2022
4593 http://www.webology.org
The New World Of Work And Digital Learning:
Millennials And Generation Z
Malek Bakheet Elayan
Institute of Public Administration, Business Administration Department, Saudi Arabia.
Abstract. In the modern business environment, there is an evident mismatch of the skills
possessed by individuals and those businesses are sourcing. Despite business leaders ensuring
automation, digitisation and extraction of value of data (for example by artificial intelligence)
are core organisational priorities, the workforce should still be in a position to complement the
value of technology. The rising popularity of technology has impacted the manner in which
knowledge is acquired. This is particularly important for the Millennials and Generation Z who
are currently transitioning to the new world of work and largely acquiring knowledge through
the internet. However, the COVID-19 pandemic has upset the balance of this new world of work,
involving business, digital technologies and new ways of working. The solution to a successful
transition by Millennials and Generation Z requires embracing technology and upgrading training
programmes.
Therefore, this paper has identified the best practice in using digital learning to harness the
transition to the new world of work. Also, this paper has evaluated on the ways in which the
markets evolve or change over time. It has been pointed out that their implications would include
varying employment markets, changing demands and supplies for skills, and demographic trends
(Millennials and Generation Z.) The current COVID-19 pandemic has been noted to have an
impact on the labour markets today and in future.
Key Words: New World of Work; Digital Learning; Millennials, Generation Z, COVID-19
1. Introduction
The current COVID-19 pandemic has significantly shifted the view of work and skills for people
of all ages. This is evidenced by a report (WEF, 2019) which notes that emerging technologies
would generate some 133 million new jobs by the end of 2022, with 75 million being displaced.
Even before the emergence of COVID-19 and recognition of the need for a new world of work, a
global skills gap was evident, an indicator that most of these jobs would remain unfilled. Another
report (Pearson, 2020) targeting more than 7,000 learners showed that COVID-19 represented a
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major demand for changing learning strategies, with online learning and the demand for digital
skills being critical . In the workplace, the different generations have distinct behavioural
characteristics which correspondingly influence their unique benefits to their organisations.
Currently, the majority of employees are the Millennials, with Generation Z also including a
considerable percentage of the workforce from 2013 (Szymkowiak et al., 2021). This generation
exists in the modern workforce amidst technological development and transition. This prompts the
need for improving work and the nature of employment. One of these approaches is adoption of
digital learning, which readily offers accessible and low-cost learning at a scale encouraged by
immense forces. For instance, Rickard and Brown (2021) observed that in the best practice for
mitigating the current challenges in the new world of work, technological advances are
instrumental, acting as a channel for upskilling and reskilling Millennials and Generation Z. This
is in the context of rapidly changing business models, digitalisation and automation.
Transition to the new world of work evidenced by shifts in work and expectations, economic
recessions, and technological advances has significant implications for workers. For instance, most
of the Millennials, the majority of past generations who have joined the workforce, have been
struggling with transition into and out of their entry-level work. Importantly, O’Boyle et al. (2017)
indicate that approximately 5.6 million US-based Millennials who were holding a job in 2000 did
not have a job in 2010. Further, Buckley (2015) noted that this generation was significantly
affected in the 2007-09 recession with an unemployment rate of approximately 13.4%. Hence, the
shifts in the modern workplace represent distinct challenges and opportunities for all stakeholders.
According to Djankov and Saliola (2019), these structural shifts require organisations and
governments to work collaboratively. Digital learning should expand beyond simplified technical
knowhow or STEM (Science, Technology, Engineering and Mathematics) and integrate skills
meant for complex problem solving, critical and creative thinking, social skills and strong
capabilities for continuous learning.
2. New World of Work and Digital Learning
2.1 New World of Work and How It Evolve Over Time
According to CIPD (2020), the trends that shape modern economies, societies, and world of work
have a direct implication on HR profession regarding who is included, what it does, and how it
does it. In this case, the HR managers must ensure that they are monitoring labour market state
and addressing potential economic developments. The changing world of work trends is as shown
in figure 1;
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Figure 1: Comparison of Traditional and Modern World of Work
In a study by the World Economic Forum (2016), the employment markets are evolving in four
main areas reshaping the world of work. These include demographic change, more excellent
individual choice, ongoing technological revolution, and increased client sophistication. A
summary of how these factors lead to employment markets varying and changing demands and
supplies for skills is as shown in figure 2;
Figure 2: Markets evolving over time
Source: Summarized from World Economic Forum (2016)
•Opportunities static
•HR strategies static
•Durability in products and services
delivered
•Stability in customer demands
•Clearly elaborated market structures
•Specified competitors
Traditional World of
Work Features
•Economy increasing in a fast-pace
•Continued evolvement of business
practices
•Shortened product life-cycles
•Changing demands of clients
•Globalised labour market
Modern World of
Work Features
Shifting demographics, dynamic workforces
Aging population with
minimal replacements means
changes in labour supply.
Organisations turning to use
of remote working and
policies development to
encourage underrepresented
groups
Rise in Individual choices
Wages and opportiunities
dictated by skills rather than
tenure
Employment for life rather
than protecting specific jobs
in companies increase
workforce mobility, protect
an individual and
encouraging lifelong L&D
Technology Revolution
Shorter business cycles and
global competition
Technology facilitating
emergence of new work
models assisting in solving
current labour market issues
Client Sophistication and
Dawn of data
This include people analytics
including behavioural and
intelligence tests, digital
performance scorecards and
HR information systems
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2.2 Digital learning
This is identified in the literature as a complex scenario associated with multiple distinct
interpretations. A basic definition (Kyndt et al., 2009) identified it as an unplanned and implicit
process with unpredictable outcomes, with the use of different types of technological device such
as smartphones, tablets and computers. This is supported by a study (Rickard & Brown, 2021)
which noted that digital learning is characterised by many different supporting technologies, with
continual development expanding the delivery options. These technologies include virtual learning
(webinars, online classrooms and chat tools), online learning communities/social networks and
collaboration, smartphone technology/mobile applications, video and audio content, learning
management systems and learning experience platforms, curated content through social
bookmarking and online courses/resource platforms. Hence, it can be argued that digital learning
is an individual development interacting with the rest. Sousa and Rocha (2019) noted that digital
learning is implemented in a spontaneous and unconscious manner with no prior set objectives for
learning outcomes. Nevertheless, its effectiveness is evident in how it elicits the likelihood of
preparing learners to think critically and solve complex problems, with collaborative work,
efficient communication and autonomous independent learning processes. Conversely, by
focusing on Generation Z and Millennials, Tick (2018) evidenced that digital learning can be done
in a planned approach by creation of particular courses linked to the activities and procedures
executed by employees. Hence, there exist learning activities appropriately planned and defined
but normally integrated with spontaneous learning strategies. These include but are not limited to
searching for information and watching complementary videos. The intention of this is improved
understanding of issues in the course or acquisition of more knowledge in this area.
Digital Transformation
Immense changes are currently shaping the world of work, including digitisation and the gig
economy . Dabić et al. (2021) note that photography, videography, wearables and eye tracking are
becoming increasingly accessible, guiding data analysis in new and distinct dimensions. The rise
of self-driving vehicles, drones, virtual assistance technologies, software for translation and
robotic surgeries have significantly transformed the world of work. This digital transformation has
contributed to immense challenges prompting organisations to invest in approaches for coping.
These include new and emerging customer segments, cultural diversity in the global marketplace,
market volatility, increased client expectations on the quality of products and services, and
implications for the internet on core business (Potocka-Sionek & Aloisi, 2021). In the job market,
for instance, there are higher-level positions in management and professional occupations which
demand increased flexibility and problem-solving skills. It is projected that by 2020 in
approximately 50% of organisations automation will contribute to a reduction in the size of the
full-time workforce with more than half of all employees required to undergo significant re- and
upskilling (Wightman, 2020). This is as a result of artificial intelligence, robotics, and
nanotechnologies. However, not all the jobs are being replaced by the rising technologies, but are
undergoing a rapid transformation. Apart from the evident organisational changes due to the digital
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transformation, individuals are also faced by change. The old skills are becoming obsolete, with
new ones being demanded (Mattila et al., 2021). Also, there is evidence that investment assists in
the retention of skills and gaining a high-level competitive advantage.
Therefore, the complexities and uncertainties occasioned by globalisation and the accelerating
rhythm of technology change must be balanced by human resources with relevant skills for
assisting organisations handle digital transformation.
Trends in Skills Development
Although skills were historically used to identify individual features, now they are additionally
defined with two distinct dimensions: individualised and collective (organisational) (Mettallo et
al., 2018). Despite this concept attracting interest among different authors (Jagannathan et al.,
2019; Dubé & Wen, 2021;) Mrozova & Demchenko, 2021) it is still a research issue in the higher
education dominion as it represents the core goal to be achieved by learners. Skills development
is identified as a strategic management tool for coping up with the current business environment,
specifically since the market has changed from mass production to customisation of quality, price
issues, and speed of delivery with new configurations in the industry. These changes have created
new demand for developing innovative large-scale upskilling, reskilling and redeployment
strategies. Organisations are presented with opportunities for transformation, as upskilling and
reskilling at a higher levels contribute to improvement of economic dynamism of business
operations, while creating an ecosystem for ensuring all employees are employable and productive
(Wightman, 2020).
To meet these challenges, organisations have been working to establish a strategy for life-long
skills development. At the start of the learning process, this means equipping young individuals
with appropriate knowledge, skills and attitudes essential for the emerging opportunities in life
and work. Adult learning would be instrumental in assisting existing employees to acquire skills
essential for digitally enabled workplaces. This is possible through application of the 70-20-10
Model, which is identified as learning with others and practical on-the-job experience. It is a
transformative learning theory, and experiential learning enables adults to learn through reflection,
peer dialogue and application.
2.3 Millennials and Generation Z Transition
Over the years, different generations have taken the lead in discussions with employers.
Management must appreciate the values and contributions of all the generations when recruiting
and retaining potential employees (Italia, 2020). Millennials, for instance, account for
approximately 82 million individuals born between 1980 and 1994. This is opposed to Generation
Z, which is first initial generation raised from birth in the era of smartphones and other
technologies. This generation has an advantage in joining the contemporary workforce as they are
more ready to embrace innovation. For example, Zoya and Chitrao (2021) note that the millennials
put immense effort into teamwork, with Generation Z being increasingly independent although
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both generations appreciate positive feedback in their workplace. The transition of both
Millennials and Generation Z to the new world of work represents a major challenge.
Different authors have concluded that Millennials and Generation Z have similar features ;
Baharudin et al., 2017; Maioli, 2016), given their interest in technology and job flexibility. It is
clear that Generation Z, like the Millennials, prefer technology and hence adopt it in both their
working environment and their lifestyle. Given these similarities, the fact that 75% of the global
workforce comprises Millennials and Generation Z is critical for organisations adopting their
engagement strategy in a manner which is consistent with how the generations communicate and
engage in their work (Sinead, 2018).
2.3.1 Flexible Workplace
For Generation Z and Millennials, a common strategy adopted in transition to the new world of
work is through remote working. A recent study (Gilchrist, 2019) showed that three-quarters (74%)
of the Millennial and Generation Z managers have members of their teams working remotely, as
opposed to 58% of Baby Boomers. It is expected that by 2028, 73% of entire teams will include
remote workers, providing evidence of the demand for flexibility from the Millennials and
Generation Z in their contributions to the contingent workforce. Hence, to attract and retain
Millennials and Generation Z employees, employers must provide significant financial rewards
and a flexible workplace culture. These findings are affirmed by a study (Racolţa-Paina & Irini,
2021) on human resource professionals, which noted that 80% of both Millennials and Generation
Z are more likely to stay longer in organisations which offer flexibility. This growing trend has
been specifically strengthened by the COVID-19 pandemic, which has created a new normal of
working. In fact there is evidence that 46% of all Generation Z individuals are free-lances, with
the numbers forecast to consistently grow (Racolţa-Paina & Irini, 2021).
2.3.2 Gig Economy
A majority of Millennials and Generation Z are involved in the gig economy, where there is a trend
for job opportunities to be structured in small projects relying on online platform or applications
(Willmott, 2016); a popular choice for these cohorts. The Millennials and Generation Z are
encouraged to invest in opportunities for increasing their breadth of experience and interest in their
operations. This includes the need to access online knowledge, with the Millennials and
Generation Z being viewed as lacking patience and sourcing for new opportunities promptly
(Seemiller & Grace, 2017). These authors recommended the need for employees to acquire unique
experiences and skills, allowing them to make critical contributions in navigating the new post-
COVID-19 world. The response of different generations to the pandemic would enable inter-
generational innovations and optimisation today and in the future. The organisational leaders
focusing on achieving high-quality work from an alternative workforce could be appropriately
positioned in recruiting contract workers based on fair market pay.
2.3.3 Diversity of Expertise
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Unlike past generations who spent years in perfecting specific skills, Millennials and Generation
Z have been focusing on sourcing a variety of professional experience, matching their interests
and supporting change throughout their entire professional lives. According to Rzemieniak and
Wawer (2021), this is particularly important among employees as it gives them an advantage and
an area of interest on an equal basis. Their engagement would offer appropriate opportunity of
access to people with greater flexibility, enabling them to take part in the variety of tasks required
in the new world of work. These features fit the gig economy and include short-term, specialist
projects implemented by an on-demand workforce. In a different context, (Generation Z and the
Environment ... 2021) the process id identified as influencing how an intense level of specialism
could be readily available from more all-around employees. All the employees must be able to
embrace new skills and as such be successful in the new world of work.
2.4 Role of Digital Learning in Enabling Transition
Given the evident demand for new skills for the Millennials and Generation Z, digital learning will
play a critical role in their transition. One study noted that reskilling and upskilling of employees
by embracing virtual and digital learning platforms is now a reality and the norm (Nachmias &
Hubschmid-Vierheilig, 2021). In the face of uncertainty, organisations would be advised to blend
learning in a more flexible learning experience. As an example of global best practice, Blayone
(2018) noted that organisations are adopting digital learning to increase team collaboration
working remotely or in distinct time zones. The best practice includes undertaking courses
collaboratively in virtual formats, including videoconferencing and instant messaging. 77% of
senior-level executives agree with the view that an organisation would gain from its staff’s
adaptable and flexible mindset in post-COVID era. This is particularly the case since education
systems have failed to keep pace with the changing nature of work, leading to many employees
being unable to access the needed skills; 40% of employers lack skills in their entry-level job
opportunities. There are evident gaps in the technical skills including STEM subjects and soft
skills, including communication, teamwork strategies and punctuality. This was affirmed thirty
years ago by Manyika (1992), who noted that 37% of all respondents in the modern job
environment did not holistically utilise the skills or rise to sufficient challenges.
The digital revolution has particularly influenced Millennials and Generation Z learning
approaches, This includes Generation Z who are smartphone natives and are savvy with mobile
and Web 3.0 technologies, including artificial intelligence software (Yu & Suny, 2020). This is
gained through unlimited access to a broad range of information through multiple channels,
particularly the digital platforms, making the most of opportunities by creating and distributing
messages in a digital manner, instantaneously and collaboratively. Organisations also diversify
course delivery platforms, such as full online platforms, blended learning and face-to-face courses.
The website Digital Learning and Gen Z (2018) notes that 52% of Generation Z and Millennials
normally adopt social media platforms, websites including YouTube, and online research tools.
These are appropriate self-educating tools, used with the high level of independence critical for
the modern world of business.
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2.5 Conclusion, Implications and Directions for Future Research
In conclusion, this paper has identified the best practice in using digital learning to harness the
transition to the new world of work. With advances in current technology and prevalence of the
COVID-19 pandemic, employees’ skills mismatch has increased. There has been significant
success in using learning technologies, particularly in response to the pandemic, strengthening the
culture of digital learning and creating an effective learning environment. This is particularly the
case among the Millennials and Generation Z. Failure in a successful transition to the new world
of work will contribute to labour market opportunities among the high- and low-skilled jobs,
unemployment and underemployment, stagnating incomes and inequality. Increased digitisation
in the modern business environment is dependent on technological innovations and the uptake of
the new technologies. This report has encountered immense risks demanding the automation of
job functions, while many people encounter changes in their roles and the required skills. As a
consequence, employees must succeed in the modernised digitally enabled work environment, also
posing immense challenges for policy makers and business leaders. There are immense
opportunities for organisations which offer timely feedback, harness learning to meet future labour
market needs, and customise learners’ needs. The disruptions caused by COVID-19 and the
increased use of technology will be a positive contribution to improving learning. Organisations
must harness the overall resilience and efficiency of work practices to assist employees to
successfully transition to the new world of work.
Despite various studies which have evaluated how digital learning can be used to promote
transition to the new world of work, there is still insufficient research in this area. This is
particularly the case while COVID-19 is an ongoing problem. Knowledge in this area continues to
be characterised by constant change and hence new approaches to learning need to be considered.
As the best future strategy, researchers should prioritise obtaining the knowledge to support
appropriate management strategies for learning. Particularly, additional research is required which
focuses on the Millennials and Generation Z.
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