Introduction of researched topic of this thesis will be made with the aid of a poster. The theme of this work is Intergenerational learning in workplace. In this work the emphasis is placed upon the work environment where intergenerational learning occurs. An environment which has been left asside up until now but deserves attention. The thesis puts to the test the extent to which the findings of Rabusicova, Kamanova and Pevna (2011) regarding intergenerational learning in family are applicable in work environment. This environment has a great potential and creates specific room and conditions for this type of teaching. The findings will contribute to fostering of the knowledge base and the theory of intergenerational learning which has so far not been fully developed.

The aim this researched topic seeks to answer is „what and how do members of different generations mutually learn and what opportunities they may have to mutual learning in work environment and various situations in life“.

The main researched topic question is framed by themes of intergenerational cooperation, sharing, relationships and mutual support. In case of work environment (family own business, small and medium sized enterprises) focus will be placed upon informal intergenerational learning. Informal learningin workplace is a traditional object of research (Novotny, 2009). However, less attention has been paid to its intergenerational dimension (Spannring 2008). Yet, in work teams different generations meet and wiil meet more often primarily for the reason of retirement age being prolonged which in turn means longer work aktivity of older workers. Age diversity in work environment can bring a number of benefits, for example, recognition and activation of older workes, opportunity for their participation and society integration, their involment in supportive social networks, their inspiration for problem solving from the point of view of a different generation and other (Schlimbach, 2010). Manner in which the work teams deal with this diversity and how they utilize the potential of intergenerational learning is a substantial theme of this thesis.

The main reason for research of the intergenerational learning in this area is the premise that intergenerational learning occurs whether naturally or purposefully in all situations in life which a human being encounters. It is therefore closely tied to the concept of life-long learning.  The thesis examins situations and conditions in which this phenomenon takes place and benefits the interaction between generations offers. In this sense the intergenerational learning is defined . According to EAGLE (European approches to inter-generational lifelong learning) (Hatton Yeo, 2008, p. 3) it is „process through which individuals of all ages gain skills, but also form views and values, from day-to-day experiences, from all available sources by all means in their own ‘lived worlds‘“. Similarly, intergenerational learning is qualified by Fisher (2008, p.8) as „approach the aim of which is to bring people together by intentional, mutually advantageous activities, supporting greater understanding and respect between generations and can contribute to community bulding.“

Inspiration for this research topic arose from the cooperation on research investigation by the Department of educational sciences by The Faculty of Arts Masaryk University, which is supported by the Grant Agency of the Czech republic, and focuses on intergenerational learning in various social environments (2013-2016). The project leader is prof. PhDr. Milada Rabušicová, Dr.

FISCHER, T. (Ed.) Intergenerational learning in Europe – policies, programes, practical guidance. Final report. [online]. Erlangen: University of Elangen-Nuremberg, 2008. 40 s.[cit.2009-15-04]. Dostupné z: http://www.eagle-project.eu/welcome-to-eagle/final-report.pdf/view HATTON-YEO, A. The Eeagle toolkit for intergnerational acitivities. [online].Erlangen: University of Elangen-Nuremberg, 2008. [cit.2011-19-12]. Dostupné z: http://www.eagle-project.eu/welcome-to-eagle/out-now-eagle-toolkit-for-intergenerational-activities NOVOTNÝ, P. Učení pro pracoviště. Prostor pro uplatnění konceptu workplace learning v českém prostředí. Brno: MU, 2009. ISBN 978-80-210-5116-4. PINTO T. A. Generationology: A new disciplinie to accurate intergenerational learning. Intergenerational learning, 2011a, roč. 1, č.. 1-2, 5-12. ISSN 1535-0770 RABUŠICOVÁ, M., KAMANOVÁ, L., PEVNÁ, K. O mezigeneračním učení. Brno: Nakladatelství Masarykovy univerzity, 2011, s. 208. ISBN 978-80-210-5750-0. 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 peoples transitions from school to work. Working with older people, 2010, ročník 14, č. 4, s. 4-15. YIN, R.K.: Case study research: design and methods. London: Sage, 2003. ISNB 9781412960991