A. Dziadkiewicz, J. Nieżurawskause the keyboard and the Net very efficiently and there is where they find answers toall their questions (see table 1).Traditionalists(1925-45)Table 1. Generation differencesBaby Boomers(1946-64)Generation X(1965-80)Generation Y* 7(1981-99)Priorities: loyalty,focusing on history,anxiousnessPriorities: optimism, ahierarchy of values andlife strategy, stabilizationPriorities: carefulness,innovationinterest , but basedon quantitative dataPriorities: lifearound media andflash, participationin experiments,life longlearning, relativecloseness of peersAt work: worship ofheritage, resistanceto changes, amethod „throughtrial and error”,unnecessary communications,pensionclaimAt work: interest ofdevelopment and career,money as a value,need of recognition andprestige ( function,post, own office), resistanceto changes atwork = a loss of ownposition, difficulties inpulling together inturbulent environment,occasional communications,development –only when influenceson promotion or salaryrise, well-deservedpensionAt work: changeorientated,changeablecareer (everyfew years), awardfor a work progressmeans „freedom”in decision-makingand management,being always onthe go, relax whenretired, need ofregular communications(differentforms), selfdevelopment(courses) as asource of careerplanningAt work: a fewtasks made simultaneously(afew careers)choice of work,that is only interestingand inaccordance withinterests,Work is not themost important,being in differentprojects/tasks,requirement offeedback andconstant learning,a lack of retirementplanSource: A. Dziadkiewicz, M. Kłos, Tworzenie zespołów różnorodnych w przedsiębiorstwach zorientowanychna design, [in:] Zarządzanie w XXI wieku. Menedżer innowacyjnej organizacji, E. Gołębiowska(editor), „Przedsiębiorczość i Zarządzanie”, Vol. XIV, nr 12, pp. 361-374.* Generation Y has many names: Millenials, Generation Next, Generation Why?, iPod Generation.51
Design of a learning process for SME managers (in different generations)Apart from generations, mentioned above, we need to remember about that group ofconsumers, who will come to the market in 10-15 years L Generation (also called MilleniumGeneration, because they were born in 2000 or later). We can’t find any notesabout them in literature, but they exist and they are the economic important buyers,even now, when they are at school.Letter L comes from verbs and nouns, that define Generation L - lazy, like, link,lead, life-stream, local. Lazy – generation L isn’t interested in any activities, physicaland mental efforts – they don’t create, don’t protest and they don’t have any establishedconvictions. Distinctive feature for L generation is so-called slactivism (slackerand activism). They have a passive behaviour, limited to click „like” on Facebook.They aren’t curious about people and the world. They limit to their own friends, andthey look for a support within familiar environment. Their activity brings only to sendingpetition for or against something (not to creating, but to accepting) and voices theiropinion in social media. The tool used everywhere and in every situation, is mobile,laptop or tablet. A word becomes a picture, that is why application like twitter, instalgram,snapshot, dropbox etc. have become popular and popular.The L Generation, like Y is dishonest to work and its employer. They „forget aboutothers so fast as they click in computer keyboard” [Święcicka 2012, Generacja leni –slaktywiści. Czy można zbawić Świat klikając myszką?]. The next feature is „linking”.They are used to Internet without content, but stuffed with many links. Bill Gates said„content is king”, but nowadays we should say for blogger N. Hatalska, L generationdoesn’t create content, but distributes them, so the more real is a statement „distributionis queen” ([Hatalska 2011, Generacja L (Infografika)] .They also enjoy reading a short texts and news, called leads. The research shows,that more than a half of Poles population doesn’t read books or any short texts, articlesetc., more extensive that three pages. They also don’t protect their privacy. They wantto be like young celebrities, so they reveal all information on their private life and career.They are constantly on-line and every invited person can get the informationabout their life (life-stream) and his location (local).4. New learning process in SMEs for new generationIn literature there occur various terms referring to problems connected with workforce development. There are such terms as: education, training, training for a job, selfimprovement,in-service training, learning, professional development. In lectures subjectsthe notion of development is usually identified with the notion of work forcetraining. Such an approach was assumed by known researchers and authors of manyacknowledged publications, R. Hill and J. Stewart [Hill, Stewart 2000, p.108]. Usingthe notions: „training” and „development” interchangeably means a broad understandingof the notions of training and development as activities, which develop skills and/orknowledge, and/or shape behaviours. The range of activity is wide, from formal train-52
- Page 2 and 3: VIA UNIVERSITY COLLEGEDENMARKCREATI
- Page 4: Table of contentIntroduction . . .
- Page 7 and 8: the reader toward better perception
- Page 9 and 10: Enhancing the Global Classroom for
- Page 11 and 12: Enhancing the Global Classroom for
- Page 13 and 14: Enhancing the Global Classroom for
- Page 15 and 16: Enhancing the Global Classroom for
- Page 17 and 18: Enhancing the Global Classroom for
- Page 19 and 20: Enhancing the Global Classroom for
- Page 21 and 22: Enhancing the Global Classroom for
- Page 23 and 24: Methodology of enterpreneurship tea
- Page 25 and 26: Methodology of enterpreneurship tea
- Page 27 and 28: Methodology of enterpreneurship tea
- Page 29 and 30: Methodology of enterpreneurship tea
- Page 31 and 32: Methodology of enterpreneurship tea
- Page 33 and 34: Methodology of enterpreneurship tea
- Page 35 and 36: Methodology of enterpreneurship tea
- Page 38 and 39: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 40 and 41: A. Ziółkowski, K.Ziółkowskidedi
- Page 42 and 43: A. Ziółkowski, K.ZiółkowskiThe
- Page 44 and 45: A. Ziółkowski, K.ZiółkowskiFig.
- Page 46 and 47: A. Ziółkowski, K.ZiółkowskiFig
- Page 48: 9. ReferencesA. Ziółkowski, K.Zi
- Page 51: Design of a learning process for SM
- Page 55 and 56: Design of a learning process for SM
- Page 57 and 58: Design of a learning process for SM
- Page 59 and 60: Design of a learning process for SM
- Page 62 and 63: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 64 and 65: T. KurbanowOERs are Massive Open On
- Page 66 and 67: T. Kurbanowdictionaries, word lists
- Page 68 and 69: T. KurbanowDoctor's Degree (28%). 5
- Page 70 and 71: T. KurbanowFig. 3. Categorization o
- Page 72 and 73: T. KurbanowThe next question was re
- Page 74 and 75: T. KurbanowFig. 8. Services and sof
- Page 76 and 77: T. Kurbanownation may rest in the v
- Page 78 and 79: T. Kurbanow2. Britt A.M., & Gabrys
- Page 80 and 81: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 82 and 83: V. Marcinovátime, tomorrow each pe
- Page 84 and 85: V. MarcinováIt is difficult to qua
- Page 86 and 87: V. Marcinovádevelopment. It is evi
- Page 88 and 89: V. Marcinováincreases the rate of
- Page 90 and 91: V. Marcinovámaking perspective. Hu
- Page 92 and 93: CREATING ENTREPRENEURIAL MINDSETCHA
- Page 94 and 95: J. Czerna-Grygielate an organizatio
- Page 96 and 97: J. Czerna-GrygielMillward Brown SMG
- Page 98 and 99: J. Czerna-GrygielEducation continui
- Page 100 and 101: J. Czerna-Grygielis the implementat
- Page 102 and 103:
J. Czerna-GrygielResearch conducted
- Page 104 and 105:
CREATING ENTREPRENEURIAL MINDSETCHA
- Page 106 and 107:
H. KrukOther principles connected w
- Page 108 and 109:
H. Kruk2014/2015 while some for pre
- Page 110 and 111:
H. Krukin programmes in economics f
- Page 112 and 113:
H. Krukplaces”, “Fuel and energ
- Page 114 and 115:
H. Krukuniversities of technology a
- Page 116 and 117:
CREATING ENTREPRENEURIAL MINDSETCHA
- Page 118 and 119:
S.BadowskaWith this approach, resea
- Page 120 and 121:
4. Results and discussionS.Badowska
- Page 122 and 123:
S.Badowskaown professional interest
- Page 124 and 125:
S.BadowskaAn academics’ propensit
- Page 126 and 127:
S.Badowskaacademic staff will spend
- Page 128 and 129:
S.BadowskaSecondly, tested research
- Page 130 and 131:
S.Badowska13. Kruss G. (2012). Reco
- Page 132 and 133:
AbstractsAbstractsChapter 1. Bryan
- Page 134 and 135:
Abstractstransfer a certain body of
- Page 136 and 137:
Abstractsinclude courses concerning