Enhancing Intergenerational Learning in Organizations

1. Factors influencing intergenerational learning: towards a framework for organizations to ensure successful learning in older employees Donald, ROPES1 & Antonia YPSILANTI2 1Centre for Research in Intellectual Capital Inholland University of Applied Sciences 2 Laboratory of Motor Control and Learning Aristotle University of Thessaloniki

2. Outline • Introduction • Intergenerational Learning (IGL) • Cohort Theory • Psychosocial characteristics of different generations • Implications for organisations • Program design (SILVER project) Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

3. Introduction • Problem Statement • Ageing workforce = fewer new employees = more older employees = need for efficient capitalization oftotal workforce. • BUT, older workers typically ignored = loss of org. capability • IGL might help this problem but we don’t know enough about it. Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

4. IGL can be considered as various types of interaction among and between different generations where one or both parties learn (Ropes, Forthcoming) Characteristics of IGL in orgs: Informal, situated learning; focused on metacompetences Knowledge and learning flows both ways Can be implemented in order to achieve specific outcomessuch as… Intergenerational Learning (IGL) Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

5. Benefits of IGL • Minimalizes gaps in employees, • Ensures organizational renewal, • Facilitates innovation and capacity for change, • Buildssocial capital, • Improves knowledge exchange, • Facilitates innovation and problem solving, • Thus IGL is a real panacea (or maybe not). Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

6. The problem is… • Learning in orgs. is not ever easily organized • But IGL is even more complex • Different generations = different motivations, different capabilities, different learning styles, etc. • Adverse organizational cultures • Adverse organizational climates • Adverse organizational structures • Poor program design Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

7. Psychosocial characteristics of different generations • Fluid intelligence (FI) • The ability to think logically and to solve novel problems • Crystallized intelligence (CI) • Reflects general knowledge or domain-specific knowledge Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

8. Age-related cognitive decline (Kanfer & Ackerman, 2004) Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

9. Intelligence and Aging • The realization of a decline in FI may prone older workers to select jobs of set goals that optimize their existing abilities as a self-regulating mechanism (Kanfer & Ackerman, 2004).   • Show preference for positions that place higher demands on CI (managerial, supervisory posistions)(Baltes & Baltes, 1990). • During adult development there is a reorganization of priorities that significantly affects work motivation. Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

10. Work Motivation • Erickson’s theory of psychosocial development (1964) • Maslow’s hierarchy of needs (1943, 1954) • “Generativity stage” (middle adulthood) • Generativity motives: • life accomplishments and goals that are collaborative in nature and require cooperation rather that individual achievement and competition • Achievement motives: • related to educational and occupational goals Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

11. Rewards • Intrinsic rewards: • the satisfaction an individual receives during the process of reaching a goal rather than the end means of an activity (Beswick, 1971). • tend to be more satisfying to the person in the long run • Extrinsic rewards • the consequence of effort to reach a specific goal or activity such as, pay and social status (Beswick, 1971). • tend to be predefined or standardized • are usually delivered in short time. Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

12. Intergenerational effects • For younger workers, the level of effort is linearly and positively related to work performance and intrinsic and extrinsic rewards such as salary, recognition, promotion and self-fulfillment (Kanfer, 1987; Kanfer & Ackerman, 2004). • For older workers, particularly those that have reached the peak of their career, effort is not always stimulated by extrinsic rewards. In contrast, intrinsic rewards such as self-fulfillment and sense of achievement potentially play a major role in work performance.   Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

13. Intergenerational Effects • Generation X exhibits lower levels of work commitment compared to previous generations (Wey Smola & Sutton, 2002). • Baby boomers exhibit extreme loyalty to their employers while generation X shows little loyalty to their employer (Karp, Fuller, & Sirias, 2002). Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

14. Possible indicators Overview Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

15. Consequences for organizations Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

16. A framework for organizations Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

17. The SILVER project • International consortium working on developing tools to help promote IGL in organizations. • For more information contact donald.ropes@inholland.nl Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011

18. Thank you! Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011