Intergenerational Learning

Summary of "A Phase Model of Intergenerational Learning in Organizations" (Gerpott et al., 2017)

• Generations and Workplace Dynamics:

  • A generation comprises individuals born at the same time who share attitudes and values influencing behavior at work.

  • Intergenerational learning involves the construction of knowledge through information exchange among individuals of different generations.

  • HR needs to accommodate the needs of both young and old workers, considering differences in learning styles.

• Perspectives on Intergenerational Learning:

  • Traditional view assumes unidirectional knowledge transfer; however, reverse mentoring and similar concepts suggest bidirectional learning.

  • Knowledge types: expert (articulable), tacit (practical), and social (skills like interaction and relationship management).

• Social Identity Theory and Shared Understanding:

  • Individuals define their identity by comparing themselves to others.

  • Shared understanding is crucial for intergenerational knowledge transfer.

• Group Development and Learning:

  • Groups evolve over time with changing interaction processes.

  • Tuckman's Small Group Development stages: Forming, Storming, Norming, Performing, and Adjourning.

• Knowledge Transfer Among Apprentices:

  • Young apprentices possess expert knowledge in vocational education and technical understanding.

  • Practical knowledge transfer occurs through discussion, questions, private learning sessions, and instructors' encouragement.

  • Social knowledge influences conflict resolution, friendship, integrity, and career planning.

• Metacognitive Knowledge:

  • Young generation provides insights into dealing with unknown problems and memorization through systematic learning.

  • Older generation offers persistence at work tasks when unsupervised.

• Sequential Learning Phases:

  • Program Knowledge Base: Familiarization, Assimilation, Detachment.

  • Post Program Knowledge Base: Evaluation, acknowledging intergenerational differences without aiming to eliminate them.

• Inter-Generational Conflict:

  • Conflict remains stagnant but slightly increases toward the end.

  • Forming, Storming, Norming stages not clearly distinguishable; Assimilation resembles the Performing phase, and Detachment mirrors the Adjourning phase.

• Learning from Generational Differences:

  • The aim is not to eliminate differences but to appreciate them as a source of learning.

  • Tips include reflection on differences, assigning responsibility during assimilation, and awareness of reorientation during detachment.

• Encouraging Intergenerational Interaction:

  • Encourage discussion on how individuals want to interact after training.

  • Recognize and address potential fears of older workers regarding learning.