Purpose -The purpose of this paper is to explore the concept of intergenerational learning as a way for organizations to deal with an ageing worker population in a positive and constructive way. Design/methodology/approach -The paper employs a thematic synthesis of qualitative literature and considers all types of sources including quantitative scientific reports, reports on case studies, practitioner reports, social program evaluations and White Papers. Findings -The paper points out that intergenerational learning is an effective way to organize learning at the workplace as it appeals to older worker motivations and learning styles, benefiting both worker and organization.Research limitations/implications -The paper leads to several testable hypotheses concerning intergenerational learning. There also needs to be more work on how cognitive differences might affect interactive processes in intergenerational learning groups. Practical implications -This paper can give managers ideas on organizing intergenerational learning as a strategy for dealing with an ageing worker population. Originality/value -This paper opens up new possibilities for both researchers and practitioners of workplace learning by using age and other concepts of diversity as a building block for organizing learning environments.

Aging diversity in organizations creates potential challenges, particularly for knowledge management, skills update and skills obsolescence. Intergenerational learning (IGL) involves knowledge building, innovation and knowledge transfer between generations within an organization (Ropes 2011). Serious games refer to the use of computer games in raising awareness about educational topics, acquiring new knowledge and skills by enabling learners to engage and participate in situations that would otherwise be impossible to experience (Corti 2006). Although learning with the use of serious games is similar to traditional learning in several cognitive respects, there are noted differences in the learning style and structure of learning using serious games. The success of learning using serious games lies in the actual involvement of a participant playing the game, which in turn, creates increased cognitive links with real-life situations allowing the individual to make relevant associations, to use mnemonic strategies with the facilitation of multi-dimensional educational aids (e.g., visual, auditory). Some of the beneficial aspects of learning with the use of serious games include the elevation of several cognitive skills, which are directly or indirectly implicated in the learning process. Among them are attention and visuo-spatial abilities, memory and motor skills. However, several barriers have been noted that fall into two general categories: a) health issues (e.g., cognitive strain, headaches) and b) psychological issues (e.g., social isolation, emotional disturbances). Since the training

Purpose – To illustrate the possibilities of implementing intergenerational learning as a strategy for promoting older worker learning and development. Design/methodology/approach – Review of literature. Findings – Intergenerational learning is theoretically a natural and effective way for organizations to maintain competitive advantage in an ageing society. Research limitations/implications – There needs to be empirical work that actually tests the theoretical propositions. Originality/value – While intergenerational learning is not a new concept, using it as a strategy for assuring older worker learning is a new application.

The impact communities of practice (CoPs) make can be understood in several different ways, depending on which theoretical perspective is used. For example, CoPs have been studied from a learning-theory perspective, from organizational development theory, and from a small-group theory. To understand the effects of participating in a CoP on individuals, groups or the organization in which they function, we could use traditional learning theory, organizational learning theory, information-processing theory or small-group process theory, etc. Or we could look at the internal processes of CoPs; the output they generate, or employ a synthesized view. CoPs can also be seen as impacting different actors in the organization in which they operate; individuals, groups or the whole organization. This means, for example, that we could look at CoPs from an organizational learning perspective to see how CoPs impact strategy development or renewal. At the level of the group, we could look at how CoPs lead to increased group performance and how that in turn leads to a higher output of knowledge products. And as learning is one of the key processes in a CoP, an important aspect of we need to study is how the individual learns, as well as what the individual learns. The complexity of impact a CoP can have on the diverse actors requires a pluralistic and multiperspective approach. However, a review of the literature showed no comprehensive model that neither integrates these different levels of impact nor employs multiple theoretical perspectives. Furthermore, most models of measurement or assessment use traditional types of output measurement, such as ROI, or anecdotal evidence that the CoP has improved organizational capability. Much like any human resource development initiative-which is the perspective of CoPs we take in this paper-there has been no real attempt to develop measures for assessing impact. We try to fill this gap by presenting a comprehensive, multidisciplinary, conceptual model that approaches measuring certain aspects a CoP has on individuals, groups and organizations.