Introduction A diversity of a workforce is usual. Companies employ people of different race, social status, and age. The most recent part of population known as Millennials constitute the majority of employees today. The researchers still argue as for the time limits for millennial generation. Thus, DelCampo et al. (2011, p. 1) state that Millennials were born within 1981-2000s; Hays (2014, p. 1) limits this period with year 1995; Howe and Strauss (cited in Allen et al. 2015, p. 14) start the count in 1982; Kuron et al. (2014, p. 992) consider Millennials were born between 1980 and 1994. Millennials are also called “Generation Y,” “Nexters,” and “Generation Me” (Kuron et al. 2014, p. 992). Besides, Millennials are characterized with greater race diversity than any other generation. Thus, representatives of minority ethnic groups make 47 percent of the generation while the previous generation X had only 37 percent (DeVaney 2015, p. 12). As of 2015, Millennials constituted 35 percent of the workforce which was about 54 million people (Espinoza & Ukleja 2016, p. 3). Moreover, after 2025 three quarters of employees are expected to be from Millennial generation (Espinoza & Ukleja 2016, p. 4). Thus, an efficient manager should be able to deal with the representatives of this generation since they are known for some peculiarities in education, attitude to work, value system, and relations at workplace. Peculiarities of Millennial Education Then period in which the Millennials grew up is characterized with “increased education and diversity” (DelCampo et al. 2011, p. 16) which conditioned a more tolerant environment. Jayson (cited in DelCampo et al. 2011, p. 17) considers Millennials more educated than the previous generations with two times more students going to college and the increasing determination to obtain a degree. Moreover, they are characterised with the interest in continuous education after graduation. Thus, they combine studies and work. One of the significant factors influencing the Millennial generation is technology. It has impact on both education and practice. Gibson and Sodeman (2014) provide an investigation of current condition of relations between Millennials and technology. The authors mention the changes in the knowledge delivery due to the technology development (Gibson & Sodeman 2014, p. 64). Since technology is an integral part of a job marked, the system of education is supposed to meet those demands. The research on the millennial generation, who make up a substantial part of contemporary students, proves the necessity of technology usage. Its application in “the classroom and through online applications are one of the best ways to connect with students” (Gibson & Sodeman 2014, p. 65). According to Hall and Austin, “educators have a role to play in preparing the next generation of the workforce” (2016, p. 43). It means that Millennials can be educated about the diversity of generations within the workplace. Moreover, skills of managing the possible conflicts that may appear due to those differences can be useful for future employees. Hoover, Giambastia and Tribble (2016) suggest an organizational development approach to experiential learning with millennials. The educators of Association for Business Simulation and Experiential Learning consider contemporary Millennial students a challenge for teachers