Intergenerational learning in organizations

Abstract

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.

A Phase Model of Intergenerational Learning in Organizations

“…A substantial amount of financial and personnel resources were spent on the program to allow highly professional supervision of the trainees. Although our results highlight the potential of intergenerational learning, the concept is certainly not a silver bullet to solve every problem related to demographic changes (Ropes, 2013). Future research could examine potential "dark sides" of intergenerational learning relationships in less supportive learning environments.…”

“…Yet, human resource management research and practice has only recently become aware of the opportunities for knowledge building inherent in intergenerational learning processes (Ropes, 2013). To date, programs involving learners from different generations are often conceptualized as a unidirectional knowledge transfer process from knowledgeable experts to novices (e.g., trainings, mentoring).…”

“…Organizational scholars have only recently become aware of the opportunities inherent in intergenerational learning (Ropes, 2013). Particular attention has been paid to the directionality of interaction processes between individuals from different generations (Harvey, 2012;Knight, Skouteris, Townsend, & Hooley, 2014;McCrea & Smith, 1997;Tempest, 2003).…”

“…Because employees are the principal repositories of knowledge, the upcoming retirement wave of the "baby boomer" generation (born between 1946 and1964;Cogin, 2012) posits a high risk in terms of organizational knowledge loss. Although policy, public, and private organizations have become increasingly aware of the potential ramifications of demographic changes in the workforce (McKinnon, 2010;Starks, 2013;Winkelmann-Gleed, 2009), a focus on fostering intergenerational learning as a strategy to prevent company-specific knowledge loss is far from prevalent in contemporary organizational practice (Kulik et al, 2014;Ropes, 2013).…”

“…Intergenerational learning is a generational phenomenon in the workplace that is of particular interest to human resource development. It concerns individuals' joint construction of knowledge through an exchange of information with one or more individuals from different generations (Findsen & Formosa, 2011;Ropes, 2013;Thomas, 2009). Previous research has argued that generations differ in their attitude toward training and This research project was supported by the WDN-WISE Demographic Network, which is gratefully acknowledged.…”