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CHAPTER 6
Intergenerational learning in organisations – A research framework 119

relationships between older and younger workers that contribute to learning,
innovation and knowledge retention?
To answer these subquestions a combination of desk research and
empirical work is needed. The research artefacts will be a set of general policy
recommendations for different sectors.
Once the exploratory part of the research is done, an experimental phase
will begin aimed at developing knowledge about what types of interventions
are effective (and why or why not) in promoting intergenerational learning in
service of the organisation. Design of the interventions will be based on policy
recommendations developed in the exploratory part of the research, theory
and practice-based knowledge. Each intervention will be subsequently tested
for both efficacy and effectiveness. A design-based research methodology will
be used in this phase of the research because this specific methodology is a
valid way for bridging the rigour-relevance gap mentioned above, and so often
associated with organisational research (Andriessen, 2004; DBRC, 2003).

6.6. Concluding remarks

Focus of the research programme sketched out in this chapter is on helping
organisations to develop capacity by capitalising on abilities of the ageing
worker. The context of the research is in knowledge-intensive organisations
employing large numbers of (ageing) knowledge workers. This makes
designing programmes for stimulating intergenerational learning complex, as
varying interventions will need to address three distinct levels within the
organisation:
(a) the greater collective, where awareness-raising programmes focused on
eliminating negative stereotypes of older (and younger) employees might
prove to be an important first step in an organisation-wide programme;
(b) the individual worker, who might need guidance and counselling to
understand the importance of lifelong learning within an organisational
context;
(c) group level, where interventions aimed at stimulating multiage
(innovative), teams could be performed to raise social capital, breakdown
generational barriers and generally improve innovative capacity.
Complexity of the organisational environment as a context for policy
experiments will add value to the research in regard to practical relevance,
but at the same time constitute a threat to the rigour of it. In any case, this
study on intergenerational learning in organisations will help contribute to our