Intergenerational learning in organizations. An effective way to stimulate older employee learning and development

Ropes, Donald

doi:10.1108/dlo-10-2013-0078

Cited by 18 publications

(19 citation statements)

References 1 publication

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“…Therefore, organizations must accommodate the intergenerational learning process or what is known as intergenerational learning. According to Ropes (2014), intergenerational learning is defined as an interactive process that involves individuals from different generations to share new knowledge, abilities, and new values. In the intergenerational learning process, individuals in organizations actively build new knowledge by exchanging information or learning about new things with other individuals from different generation groups.…”

Section: Intergenerational Learningmentioning

confidence: 99%

“…Innovative work behavior also required intergenerational learning from individuals in the organization, because innovative work behavior is always faced with an unpredictable, dynamic and constantly changing work environment (Sherehiy & Karwowski, 2014). The understanding of intergenerational learning is that in addition to the interactive process that occurs between different generations and will also produce new skills, values, knowledge development, and benefits the organization and employees (Ropes, 2014). Generation Y and Z are population groups that currently have the greatest influence on changes in the social environment and the work behavior of each generation will be influenced by the characteristics of that generation (Cennamo & Gardner, 2008).…”

Section: Introductionmentioning

confidence: 99%

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Developing innovative work behavior: The influence of psychological empowerment and intergenerational learning

Putra

Suharti

Sasongko

2022

jeb

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In the era industrial revolution 4.0 and the development of online-based learning systems, lecturers are required to be more creative and innovative. This study aims to examine the effect of psychological empowerment and intergenerational learning on the innovative work behavior of lecturers with a climate of age diversity as a mediating variable. The type of this research is explanatory research. The population of this research is lecturers from private universities in Central Java. By using accidental sampling, obtained 152 lecturers who became respondents in this study. The data analysis technique used the Partial Least Square (PLS) test using the SmartPLS. The results of the study revealed that psychological empowerment and intergenerational learning had a significant and positive effect on lecturers' innovative work behavior. However, the climate of age diversity was found not to be a fully mediating variable on innovative work behavior. The results of this study provide managerial implications that it is important in the work environment of higher institution to apply psychological empowerment practices towards lecturers to improve lecturers' innovative work behavior. In addition, the efforts to encourage learning between lecturers of different generations are also important.

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Section: Intergenerational Learningmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Developing innovative work behavior: The influence of psychological empowerment and intergenerational learning

Putra

Suharti

Sasongko

2022

jeb

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“…One of the main challenges is precisely the management and transmission of competencies from the elder and more experienced workers to the younger ones, to assure a continuum in the organisational competitiveness (Farr and Ringseis, 2002;Streb, Voelpel and Leibold, 2008). Thus, the companies have been implementing several responses, some closer to the "intergenerational learning" programmes (Ropes, 2014), others related to "knowledge management" mechanisms, particularly those regarding the capture and transmission to retain knowledge within the organisation (Calo, 2008).…”

Section: The Current Demographic Configuration and The Work Evolutionsmentioning

confidence: 99%

Developing a mentoring programme in the chemical industry

Santos

Pereira

Silva

et al. 2019

JWL

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Purpose The purpose of this paper is to analyse a programme designed to welcome and train new employees, implemented in a chemical industry, privileging the transmission of know-how as a dynamic process where learning is co-constructed in the course of the activity. Design/methodology/approach The design of the programme was based on the analysis of the work performed in real context by operators and supervisors. The data about the programme’s evaluation were collected by questionnaire, assessing the trainees’ global development and the impact of the training programme (after six months). Findings This paper involves designing, planning and implementing “4 × 4 Training”, a training programme for young trainees. Combining in-class training with an extensive component of on-the-job mentoring, the programme involved trainees, mentors and internal trainers, monitored by work psychologists. The results show both the trainees and the mentors evaluate the programme positively. The professional transmission stands out as an activity that is thought through and defined in group, assisted by a mentoring relationship of mutual learning. Practical implications When planning and developing intergenerational transmission processes, it is crucial to consider the organisational conditions, to involve from an early stage the key players of each work situation and to guarantee that the mentoring activity and the productive activity overlap coherently. Originality/value It is an innovative process to integrate trainees in the chemical industry in Portugal. The methodological approach and the findings provide a first framework that justifies the relevance of the transmission of know-how through a real work situation.

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“…With regard to organisational learning, the development of intergenerational teams may foster the reciprocal transfer of knowledge and enable less experienced workers to function as catalysts in unlocking the knowledge base of experienced workers (Tempest, 2003;Burmeister & Deller, 2016). Ropes (2014) identify age-diverse teams as one of the effective mechanisms for advancing intergenerational learning. In academic settings, this may take the form of inter-and cross-generational research collaboration groups and group mentoring through mixed-age groups.…”

Section: Implications Of Share Point-based Knowledge Management Modelmentioning

confidence: 99%

Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics

Rambe

Mbeo

2017

JEBS

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Given the challenge of retaining the research knowledge of an aging, experienced professoriate at South African Universities of Technology, institutions with a nascent tradition of scholarly research, this paper explores the feasibility of a technology-enhanced knowledge management framework for generating, sharing and retaining tacit research knowledge to leverage research outputs at the Central University of Technology (CUT), Free State, South Africa. Since digital trails of established-novice researcher interactions are left behind whenever they interact in online platforms, an examination of such interactions can provide insights into the sharing and transferring of tacit research knowledge from senior researchers to novices. This theoretical study draws on Nonaka and Takeuchi’s Theory of Organisational Knowledge Creation, an emerging technology platform, SharePoint, mainstream literature and the authors’ reflective experiences to develop a technology-enhanced knowledge management model. The paper argues that tacit knowledge can be assimilated from a comprehensive examination of the knowledge production interactions between senior academics and novices enabled by low threshold technology and collaborative sharing of content. This study’s insights are relevant to Higher Educational Institutions (HEIs) struggling to create a sustainable culture of scholarly research and grow a new generation of competent researchers amid the attrition of senior academics and the prevalence of systemic blockages in knowledge transfer processes.

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Intergenerational learning in organizations. An effective way to stimulate older employee learning and development

Cited by 18 publications

References 1 publication

Developing innovative work behavior: The influence of psychological empowerment and intergenerational learning

Developing innovative work behavior: The influence of psychological empowerment and intergenerational learning

Developing a mentoring programme in the chemical industry

Technology-Enhanced Knowledge Management Framework for Retaining Research Knowledge among University Academics

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