Working and ageing - Cedefop - Europa

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114 Working and ageing Guidance and counselling for mature learners learning considers that learning processes occurring at group, organisational and individual levels should lead to new organisational capabilities. Learning at individual level is distinct from training in that it is not necessarily focused on becoming capable, or more capable, for a specific task or function, but rather is a part of the daily work of the knowledge worker. In this sense it is also more situated in the context of the work organisation than typical training programmes. Again, the logic is that if actors in the organisation become more capable, then so will the organisation. Another form of organisational learning considers outputs of the learning processes, such as innovation. In this sense, learning is directly linked to innovation (Thölke, 2007). Most learning in organisations where knowledge workers operate is in the service of innovation, be that either radical or incremental in nature (Stam, 2007). The first theme was essentially about how organisational structures can be developed to reduce stress for older workers. The second theme was about how organisations try to retain critical knowledge in different ways. The third theme differs in its perspective. Here the idea is to understand ways organisations can actually conduce improved productivity of older employees through learning-based organisational interventions. What literature there is on this theme focuses generally on questions such as: how work organisations can be developed that lead to more effective ageing workers in regard to learning and innovation (Jones and Hayden, 2009; Sprenger, 2007). Learning in organisations is often seen as a cyclical process in which different levels within the organisation interact and consequently learn and develop new knowledge (Crossen et al., 1999). However, much literature regards the individual as a main catalyst for organisational learning and building capacity. This important point is especially true for knowledge intensive organisations and sets the stage of this research, which is how organisations can develop capacity by using the relationships between older and younger colleagues. The learning that occurs within this relationship can be called intergenerational learning. 6.4.1. Conceptualising intergenerational learning While one standard definition of intergenerational learning does not seem to exist, it has been conceptualised similarly in different fields as an interactive process between groups of people from non-adjacent generations engaged in a relationship where one or both parties learn. However, from a learningas-outcome perspective, different fields understand intergenerational learning differently. For example, sociology typifies traditional intergenerational learning
CHAPTER 6 Intergenerational learning in organisations – A research framework 115 as taking place within the family unit at home. In this situation a grandparent is teaching a grandchild different things about society that leads to socialisation of the child in regard to customs and values. This type of intergenerational learning may be either intentional or unintentional. For example, sometimes public programmes are developed that intentionally try to replace traditional intergenerational learning that occurs in a family situation, because of breakdown of the extended family. Such programmes help reduce (negative) stereotypes on both sides, as well as help participants learn about the world around them. Other results of intergenerational social programmes are improved social skills, feelings of inclusion and feelings of empowerment (Newman and Hatton-Yeo, 2008). Such outcomes are also found in reports on educational programmes based on promoting intergenerational learning. Other outcomes mentioned in educational literature are: improved competences, especially of the younger participant; improved networks for both participants; and valuable experiences in lifelong learning for older participants (Duvall and Zint, 2007). In the few reports on intergenerational learning in organisations (Spannring, 2008; and www.eagle-project.eu) one finds references both to outcomes of the intergenerational learning process closely related to those mentioned above and passing (and thus retaining) critical organisational competences from the older worker to the younger one. Mentoring, which is the practice of linking older, more experienced workers with their younger colleagues, is a prime example of how organisations try to stimulate intergenerational learning. In reports on intergenerational learning coming from sociology, education and organisational development, processes of learning between generations are similar; only outcomes differ and then not as greatly as one might think. Among other things, intergenerational learning seems to be effective in lowering barriers and breaking through negative stereotypes between generations in all different types of situations. Further, intergenerational learning is portrayed as a valuable way for building competence and retaining knowledge between generations. 6.4.2. Organisational policy issues Intergenerational learning is a rather underdeveloped theme. The little work there is on the topic comes from a mixture of scientific and practical literature spanning the three disciplines mentioned above. In knowledge management literature, intergenerational learning is linked nearly exclusively to knowledge transfer and retention and mentoring is highlighted as a major instrument for doing this. Communities of practice, which are social collaborative learning
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 8 Policy, research and prac
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CHAPTER 10 Career development in la
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life, much will change. Cate and Jo
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CHAPTER 11 Maintaining senior emplo
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CHAPTER 13 A Swedish programme for
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CHAPTER 14 Realising the potential
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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