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CHAPTER 6
Intergenerational learning in organisations – A research framework 115

as taking place within the family unit at home. In this situation a grandparent
is teaching a grandchild different things about society that leads to
socialisation of the child in regard to customs and values. This type of
intergenerational learning may be either intentional or unintentional. For
example, sometimes public programmes are developed that intentionally try
to replace traditional intergenerational learning that occurs in a family situation,
because of breakdown of the extended family. Such programmes help reduce
(negative) stereotypes on both sides, as well as help participants learn about
the world around them. Other results of intergenerational social programmes
are improved social skills, feelings of inclusion and feelings of empowerment
(Newman and Hatton-Yeo, 2008).
Such outcomes are also found in reports on educational programmes
based on promoting intergenerational learning. Other outcomes mentioned in
educational literature are: improved competences, especially of the younger
participant; improved networks for both participants; and valuable experiences
in lifelong learning for older participants (Duvall and Zint, 2007).
In the few reports on intergenerational learning in organisations (Spannring,
2008; and www.eagle-project.eu) one finds references both to outcomes of
the intergenerational learning process closely related to those mentioned
above and passing (and thus retaining) critical organisational competences
from the older worker to the younger one. Mentoring, which is the practice of
linking older, more experienced workers with their younger colleagues, is a
prime example of how organisations try to stimulate intergenerational learning.
In reports on intergenerational learning coming from sociology, education
and organisational development, processes of learning between generations
are similar; only outcomes differ and then not as greatly as one might think.
Among other things, intergenerational learning seems to be effective in
lowering barriers and breaking through negative stereotypes between
generations in all different types of situations. Further, intergenerational
learning is portrayed as a valuable way for building competence and retaining
knowledge between generations.

6.4.2. Organisational policy issues
Intergenerational learning is a rather underdeveloped theme. The little work
there is on the topic comes from a mixture of scientific and practical literature
spanning the three disciplines mentioned above. In knowledge management
literature, intergenerational learning is linked nearly exclusively to knowledge
transfer and retention and mentoring is highlighted as a major instrument for
doing this. Communities of practice, which are social collaborative learning