Intergenerational Learning in the Workplace

Author(s):

Petr Novotný(presenting / submitting)Karla Brucknerova(presenting)

Conference:

ECER 2014

Network:

02. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 02 A, VET and Learning: Changing Lives

Paper Session

Time:

2014-09-02

15:15-16:45

Room:

B023 Anfiteatro

Chair:

Trine Deichman-Sørensen

Discussant:

Geoff Hayward

Contribution

The presentation deals with intergenerational learning in the workplace. Intergenerational learning as a research topic has been a relatively new addition to the educational sciences discourse despite its being an inseparable part of learning and education in the occupational and profession-related context. The importance of intergenerational learning has recently been emphasized by many factors: population ageing, increasing chances of healthy old age, and prolonged job careers create opportunities for several generations meeting in the workplace; knowledge in its turn economy increases the need for creating, expanding and sharing knowledge; etc.

The objective of the project is to describe and explain processes of intergenerational learning in the workplace as an environment with a significant potential for this type of learning. The findings will help to develop the knowledge base and the – so far underdeveloped – theory of intergenerational learning. The main research question of the research is: What and how do members of different generations learn and which opportunities for mutual learning do they get in various environments and situations in life?

Hatton and Yeo (European Approaches to Inter-generational Lifelong Learning, 2008, p. 3) define intergenerational learning as “a process through which individuals of all ages acquire skills and knowledge but also attitudes and values, from everyday experience, all kinds of sources and in all ways in their own ‘lived worlds’”. Researching intergenerational learning in the workplace (family businesses, small and medium-size businesses), we want to focus on informal intergenerational learning. Informal learning in the workplace is a relatively traditional research topic (Novotný, 2009) while its intergenerational dimension has received less interest (Spannring, 2008).

Work teams however consist and are bound to consist of members of different generations, mainly due to the shifting retirement age and the ensuing longer period of economic activity among seniors. Age diversity in the workplace may bring a number of benefits, e.g. generate respect for senior staff and increase these people's initiative, or provide them with opportunities to belong and be an integral part of society, involve them in support social networks, inspire others to deal with problems based on the experience of other generations and so on (Schlimbach, 2010). How work teams deal with this variety and how they use the potential for intergenerational learning will be at the core of our research.

Research project "Intergenerational Learning in Various Social Environments" is supported by Czech Science Foundation (GA13-07234S).

Method

The methodology of the research project combines quantitative and qualitative techniques as required by the research questions. The methodological process consists of five steps following the logic of a sequential embedded design within mixed methods research (Creswell, Plano Clark, 2006; Bergman, 2008). The research team now has been accomplishing the first phase – qualitative empirical data collection. The aim of this phase is to arrive at a complete description and explanation of situations of intergenerational learning. The phase is designed to provide a support for the quantitative phase of the research in intergenerational learning as a little known phenomenon (comp. Hendl, 2005; Miovský, 2006; Yin, 2003). This is to be achieved by the research technique of so-called obserview, i.e. an observation of the behaviours and subsequent study of their interpretations by the participants through in-depth group interviews (Kragelund, 2009). The use of the qualitative phase has several reasons: - its potential to expand as well as challenge existing theories; - its use as a supplementary source of hypotheses for the subsequent quantitative research; - its potential to provide topics and contents relating to intergenerational learning for the research tool as well as an understanding of factors supporting or hindering intergenerational learning; - last but not least, it will help to find a language easy to comprehend by the respondents for the purposes of developing the research tool to be used in the quantitative phase of the research. The principles guiding the data analysis is searching for regularities in learning situations (with emphasis on behavioural sequences and conditions leading to the same of similar behaviours), the need for attributing the learning situations to relevant social and cultural contexts, and finally, the need for interrelating the observed learning processes with social position (primarily generational membership). The research phase will seek to answer, among others, the following questions: The observation phase: - Who are the participants of intergenerational learning? - Who and from whom does learn in intergenerational contact? - What is the content of intergenerational learning? - What is the extent and what the nature of the agent’s involvement in learning processes? The follow-up interview phase: - What is the learning content from the participants’ perspective? - In which situations do the participants identify their learning as such? - How do the participants perceive learning situations?

Expected Outcomes

Preliminary analysis of data has revealed the nature of situations in which intergenerational learning occurs in the workplace. The factor critical for the success of the whole project will be creating a model of intergenerational learning reflecting the entire process of learning from its initiation through the input by individual generations to the application of what has been learned. The model is currently in the first stage of its development and is being refined by adding more empirical data; further theoretical input is also needed. The fundamental elements constituting the model being developed are the following: Work organization: opportunities for interaction and cooperation, isolation of staff. Intergenerational relations: collegiality, rivalry, how generations perceive one another. Participants and their occupational identity. Participants and their social roles. Learning content. Interaction processes. Nature of learning (proactive vs. reactive). The data confirm that the workplace has a huge potential for becoming an environment fostering intergenerational learning. The great variability in physical, psychic and social conditions however calls for prudence in interpretation and an awareness of further research.

References

Bergman, M. M. The Straw Men of the Qualitative-Quantitative Divide and their Influence on Mixed Methods Research. In: Bergman, M. M. (ed.): Advances in Mixed Methods Research. London: Sage Publications Ltd., 2008, p. 11-21. ISBN 978-1-4129-4809-8 (pbk). Creswell, J. W., Plano Clark, V. L. Designing and Conducting Mixed Methods Research. Thousand Oaks, CA: Sage, 2006. Cherri, H.CH.Y. Intergenerational learning in Hong Kong: A narrative inquiry. [online]. University of Nottingham. 2008, 352 p. [last access 2011-15-11]. Available at: http://etheses.nottingham.ac.uk/486/1/Cherri_Ho_EdD_Thesis_2008.pdf FISCHER, T. (Ed.) Intergenerational learning in Europe – policies, programes, practical guidance. Final report. [online]. Erlangen: University of Elangen-Nuremberg, 2008. 40 p.[last access 2009-15-04]. Available at: http://www.eagle-project.eu/welcome-to-eagle/final-report.pdf/view HATTON-YEO, A. The Eagle toolkit for intergenerational activities. [online].Erlangen: University of Elangen-Nuremberg, 2008. [last access 2011-19-12]. Available at: http://www.eagle-project.eu/welcome-to-eagle/out-now-eagle-toolkit-for-intergenerational-activities KRAGELUND, L. Netriviální teorie učení v praxi. [A substantive theory about learning in practice.] In Novotný, P. Pracoviště jako prostor k učení. [Working places as learning spaces] Brno: Masaryk university, 2009. ISBN 978-80-210-4918-5 Langová, M. a kol.: Učitel v pedagogických situacích. [Teacher in educational situations] Prague: Karolinum, 1992. ISBN: 80-7066-613-7 MIOVSKÝ, M.: Kvalitativní přístup a metody v psychologickém výzkumu. [Qualitative approach and methods in psychological research.] Prague: Grada, 2006. NOVOTNÝ, P. Učení pro pracoviště. Prostor pro uplatnění konceptu workplace learning v českém prostředí. [Learning for workplace: Scope for the applying the concept of workplace learning in Czech context.] Brno: MU, 2009. ISBN 978-80-210-5116-4. PINTO T. A. Generationology: A new discipline to accurate intergenerational learning. Intergenerational learning, 2011a, Volume 1, no. 1-2, 5-12. ISSN 1535-0770 Rabušicová, M., Kamanová, L., Pevná, K. O mezigeneračním učení. [On intergenerational learning.] Brno: Nakladatelství Masarykovy univerzity, 2011, 208 p. ISBN 978-80-210-5750-0. Sanchéz, M. Challenges to Intergenerational Studies. [online]. Journal of Intergenerational Studies, 2006, Volume 4. no. 2, p.107-110. [last access 2011-11-12]. Available at: http://dx.doi.org/10.1300/J194v04n02_09 SPANNRING, R. Intergenerational learning in organisations. Summary of the literature report. Innsbruck: University Innsbruck. 2008. SCHLIMBACH, T.: Intergenerational mentoring in Germany: older people support young people’s transitions from school to work. Working with older people, 2010, Volume 14, no. 4, p. 4-15. STATHAM, E. Promoting intergenerational programmes: where is the evidence to inform policy and practice?. [online]. Evidence & Policy, 2009, roč.5, č.4. s. 471-488. [last access 2011-04-12]. Available at: http://www.scie-socialcareonline.org.uk/profile.asp?guid=d7db0a03-8507-4931-8606-2ff816678332 YIN, R.K.: Case study research: design and methods. London: Sage, 2003. ISNB 9781412960991

Author Information

Petr Novotný (presenting / submitting)

Masaryk University

Department of Educational Sciences

Brno

Karla Brucknerova (presenting)

Department of Educational Sciences, Masaryk University