Intergenerationelles Lernen als Herausforderung für NGOs

Abstract

Zusammenfassung: Mit diesem beitrag wird das thema generationen in Nichtregierungsorganisationen (Non-Governmental-Organisations/NGOs) reflektiert. Dazu wird zunächst auf die idealtypische Entwicklungsgeschichte von NGOs eingegangen. Im Anschluss daran wird das Generationenverhältnis in NGOs theoretisch reflektiert und zunächst das intergenerationell differenzierte Engagement von ehrenamtlichem Tätigen in den Blick genommen. Anschließend erfolgt eine Reflexion des Generationenverhältnisses in NGOs auf der Grundlage sozialwissenschaftlicher Generationenbegriffe. Abschließend werden die daraus resultierenden Herausforderungen für NGOs skizziert und danach gefragt, wie intergenerationelles Lernen in NGOs gezielt und didaktisch gestaltet werden kann. Schlüsselwörter: Intergenerationelles Lernen · NGOs · Lernen in OrganisationenAbstract: In this article the learning between different generations in Non Governmental Organizations (NGOs) is discussed. Therefore the development and history of NGOs as a special kind of organisations is presented before the relationship between different generations is analysed within two steps. Firstly the voluntary engagement of different age groups is taken into account and secondly the learning opportunities between different generations in NGOs are theoretically reflected. Finally the challenges of intergenerational relationships within NGOs and the possibilities of institutionalised intergenerational learning are described.

A Phase Model of Intergenerational Learning in Organizations

“…Thus, instructors can selectively focus on particular topics (e.g., by elaborating how to use a tool or discussing what is specific about a particular type of car) and map the explicit knowledge that individuals from different generations have about this area. Furthermore, they may want to encourage participants to reflect on the similarities, differences, strengths, and weaknesses of different generations (Franz, 2009;Sánchez & Kaplan, 2014).…”

“…Specifically, our results suggest that in the first phase (familiarization), instructors need to create a safe learning environment in which intergenerational differences are discussed openly. The aim should not be to eliminate differences between generations, but to appreciate them as a source of learning (Franz, 2009). Such a reflection on the differences and similarities between generations in intergenerational learning processes can be an important first step for reducing age stereotypes (Penick et al, 2014).…”