Workplace Environment and Intergenerational Learning
Author(s):
Petr Novotný (presenting / submitting)
Conference:
ECER 2017
Network:
32. Organizational Education
Format:
Paper

Session Information

32 SES 11, Workplace Learning and Educational Management

Paper Session

Time:
2017-08-24
17:15-18:45
Room:
K3.18
Chair:
Line Revsbæk

Contribution

Workplace learning is a relatively traditional research topic, although we can speak of a certain paradigm shift from professional development to professional learning (Novotný & Evans, 2014). The intergenerational dimension of workplace learning, however, has until now only attracted limited interest from researchers and theorists (Spannring, 2008). This new interest in investigating intergenerational workplace learning evidently stems from the fact that demographic developments mean various generations are encountering each other ever more frequently at workplaces. A number of authors have recently attempted to systematise current findings in this little researched field through review studies (e.g. Ko, Kirsch, & King, 2005; Schlimbach, 2010; Wang & Dong, 2010). Although the bases of these studies differ, they do at least agree that age diversity at the workplace is on the one hand a sensitive topic (Hanks & Icenogle, 2007), and on the other hand opens up space not just for sharing knowledge and skills, but also for developing a mutual respect between the generations (Schlimbach, 2010).

Our previous investigations suggest that there are various generational compositions which are beneficial for intergenerational workplace learning to various extents, but which also have their limits. We ascertained that intergenerational workplace learning processes are heavily influenced by the organisational context in which they play out. In order to be able to judge the potential development of intergenerational workplace learning at the workplace, it is a good idea to examine all these elements. This can be done using the results of the questionnaire survey we undertook at a sample of workplaces (300 respondents).

For this phase of research, we focused in particular on the following survey questions:

- What is the frequency of intergenerational workplace learning situations?

- Who involves themselves in intergenerational workplace learning, and at what frequency?

- What generational composition is beneficial for intergenerational workplace learning?

- What conditions promote intergenerational workplace learning?

In evaluating the conditions for intergenerational workplace learning, we paid great attention to the level of support provided by the organisation for learning in general and also for intergenerational learning. The problem that it is practically impossible to give a general definition for the workplace was dealt with by Evans et al. (2006) by formulating workplace characteristics which do not depend on the particular nature of the workplace. Their model works by differentiating expansive and restrictive learning environments. We used this model in formulating statements characterising the workplace environment. 

Method

The survey undertaken is part of a wider research project which combined quantitative and qualitative techniques according to the needs of specific research questions. The process of completing the project was made up of five steps arranged within the logic of an embedded design within mixed method research (Creswell & Plano Clark, 2006; Bergman, 2008). The data presented here is based on the quantitative phase of research, whose objective was to verify and quantify the results of the qualitative investigation and characterise the phenomena in terms of frequency and their mutual relations. The data collection technique involved a questionnaire survey on a representative sample of workers. In this phase, a questionnaire was made up which captured the main aspects of intergenerational learning. We were inspired here by studies looking at workplace learning, professional learning communities and organisational learning (Evans, 2006, Sleegers et al, 2013, etc.). For the purposes of the following analyses, we operationalised these constructs: generational self-classification, participation in intergenerational learning, workplace generational composition, frequency of intergenerational workplace learning and a supportive organisational context. In operationalising the frequency of involvement in intergenerational learning, we took account of the fact that intergenerational learning occurs at an inter-individual level and also within groups and within the organisation as a whole. As such, the frequency of respondents’ involvement in intergenerational learning was investigated at individual, group and organisational levels. We also decided to measure the perception of the level of participation in intergenerational learning within the environment surrounding the individuals. As it is the respondents who provide information on frequency, this means it is a reported frequency. We measure the level of organisational context support based on the concept of Evans et al. (2006), which characterises an organisational context promoting workplace learning as an expansive learning environment, while one with factors adverse to learning is a restrictive learning environment. We used these characteristics to formulate a set of statements measuring the expansiveness of the learning environment.

Expected Outcomes

Intergenerational workplace learning is conditional on the nature of social relationships, the organisational hierarchy, and also the content of the organisation’s activities, i.e. also, e.g., through the technology which is used at the workplace. For the purposes of quantitative investigation, we dealt with the problem that it is practically impossible to give a general definition of the workplace by turning to those characteristics which can be related to the workplace regardless of its type. As such, we looked at the generational workplace configuration whose influence could be shown, and the characteristics of the workplace which promote learning. In the second case, we showed that an expansive learning environment plays a supportive role in regard to intergenerational learning. We were somewhat surprised by the marked level of coherence in terms of the participation of various generations in intergenerational learning. Although we managed to show that workplaces with predominantly younger generations display a greater level of intergenerational learning, we could not demonstrate that any particular generation participated more or less than any other. We consider this a sign that to a certain degree intergenerational learning is present at all workplaces amongst all generations, and that none of the generations deviate from each other much in this regard.

References

Novotný, P., & Evans, K. (2014). Celoživotní učení už není ve společenských vědách prázdným pojmem: Rozhovor s Karen Evans. Studia paedagogica, 19(3), 123-137 Spannring, R. (2008). IGLLO: Intergenerational learning in organizations – summary of the literature rreport. Innsbruck: University Innsbruck. Ko, D. G., Kirsch, L. J., & King, W. R. (2005). Antecedents of knowledge transfer from consultants to clients in enterprise system implementations. MIS Quarterly, 29(1), 59-85. Schlimbach, T. (2010). Intergenerational mentoring in Germany: Older people support young peoples transitions from school to work. Working with Older People, 14(4), 4-15. Wang, X., & Dong, X. (2010). Intergenerational knowledge transfer in the workplace: A sociologcial perspective. Příspěvek prezentovaný na 7th International conference on intellectual capital, knowledge management and organisational learning, listopad 11-12, Hong Kong, Čína. Hanks, R. S., & Icenogle, M. (2001). Preparing for an age-diverse workforce: Intergenerational service-learning in social gerontology and business curricula. Educational Gerontology, 27(1), 49-70. Evans, K., Hodkinson, P., Rainbird, H., & Unwin, L. (Eds.). (2006). Improving workplace learning. London: Routledge. Creswell, J. W., & Plano Clark, V. L. (2007). Designing and conducting mixed methods research. Thousand Oaks: SAGE. Bergman, M. M. (2008). Advances in mixed methods research. London: SAGE. Sleegers, P., Brok, P., Verbiest, E., Moolenaar, N. M., & Daly, A. J. (2013). Toward conceptual clarity: A multidimensional, multilevel model of professional learning communities in Dutch elementary schools source. The Elementary School Journal, 114(1), 118-137.

Author Information

Petr Novotný (presenting / submitting)
Masaryk University
Department of Educational Sciences
Brno

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