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The purpose of this paper is to explore the concept of intergenerational learning as a way for organizations to deal with an ageing worker population in a positive and constructive way.

The paper employs a thematic synthesis of qualitative literature and considers all types of sources including quantitative scientific reports, reports on case studies, practitioner reports, social program evaluations and White Papers.

The paper points out that intergenerational learning is an effective way to organize learning at the workplace as it appeals to older worker motivations and learning styles, benefiting both worker and organization.

The paper leads to several testable hypotheses concerning intergenerational learning. There also needs to be more work on how cognitive differences might affect interactive processes in intergenerational learning groups.

This paper can give managers ideas on organizing intergenerational learning as a strategy for dealing with an ageing worker population.

This paper opens up new possibilities for both researchers and practitioners of workplace learning by using age and other concepts of diversity as a building block for organizing learning environments.

The purpose of this study is to determine barriers to intergenerational learning.

The research design is phenomenological, which is a qualitative research method. The study was carried out in a large-scale production facility in the Central District of Kocaeli, Turkey, and the study group of the research consists of 61 participants determined using the maximum diversity technique, one of the purposeful sampling techniques. Significant attention was paid to the examination of employees from all levels and every generation within the hierarchical structure of the company while selecting the working groups for the study. Data were collected through semi-structured interviews, and content analysis method was applied in the analysis of the data. Participants were questioned about barriers to their prejudices.

As a result of the research, it was observed that barriers “to being a leader for intergenerational learning” were gathered under three distinct themes: personal factors, relational factors and managerial factors. The most frequently stated subthemes of these were: “seeing knowledge and experience as a power” and “lack of job commitment and motivation” under personal factors, “communication problems” under relational factors and “insufficient support or not being supported or encouraged by management” under managerial factors.

This study should be of interest to researchers interested in educational organization use of barriers to intergenerational learning: a case of a workplace in Turkey, use of intergenerational learning by organization and management.

The purpose of this article is to discuss some of the challenges organizations face in regards to an ageing workforce and to present the results of an European Union project called SILVER (see www.intergenerationallearning.eu) that developed a toolkit to help management in knowledge-intensive organizations deal with older personnel in a positive and effective manner by organizing intergenerational learning.

This study involved interviews with 32 international human resource managers and a local survey of more than 1,100 mid and upper-level managers. Testing and evaluation of the toolkit was done in 43 organizations.

Older workers bring several challenges with them, namely, ensuring continuous learning, social issues and diversity. The toolkit helps to deal with these challenges in a flexible and constructive way.

This article gives insights into how older workers can positively contribute to learning in organizations.

This research aims to identify the most suitable intergenerational learning strategies for the private higher education institutions, using the analytic network process.

In order to achieve this goal, two private higher education institutions from Curacao and Spain are analyzed. Data are collected based on a systematic literature review and Delphi studies and processed using the analytic network process.

The results show that teachers also learn at the workplace not only through the formal educational system but also through volunteering activities, mixed-aged teams, and mentoring, which are the most appropriate strategies for fostering intergenerational learning in the private higher education institutions. Besides, their selection is strongly influenced by institution's structural capital (namely, institutional policy, organizational culture, organizational memory) and by employees' psychological profile (such as interpersonal trust, knowledge self-efficiency, motivation).

This research helps the policymakers to prepare for the upcoming aging society by providing them with a viable tool for selecting the most suitable IGL strategy. Furthermore, it supports strategic thinking and scenario development by emphasizing how the situation could change if the importance of the individual and organizational factors varies.

The purpose of this paper is to identify and analyze the main strategies used in organizations to enhance intergenerational learning (IGL) and reduce knowledge loss. The emphasis is on universities that have an age layered or nested structure.

The research is based on an integrated approach of literature search, content analysis, survey based on interviews and questionnaires and the analytic hierarchy process method. The research questions are as follows: What is the level of awareness in organizations about knowledge loss and the role of IGL in reducing its consequences? What kind of organizational structure is adequate for promoting IGL? What are the most suitable strategies for enhancing IGL and reducing knowledge loss?

Universities have a nested generational structure, which makes them adequate for IGL. The most used strategies for enhancing IGL are mentoring, intergenerational research teams and intergenerational creativity workshops.

Empirical investigations covered only four universities. Research should be extended to a larger number of universities and also to companies.

Findings are valuable for organizations having an aging workforce and which want to reduce knowledge loss through the IGL process.

The study provides an insight look of how organizations experiencing a workforce aging phenomenon can enhance IGL to reduce knowledge loss.

To illustrate the possibilities of implementing intergenerational learning as a strategy for promoting older worker learning and development.

Review of literature.

Intergenerational learning is theoretically a natural and effective way for organizations to maintain competitive advantage in an ageing society.

There needs to be empirical work that actually tests the theoretical propositions.

While intergenerational learning is not a new concept, using it as a strategy for assuring older worker learning is a new application.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

You cannot teach an old dog new tricks. Or so they say, but if the “old dogs” reference is a euphemism for the older working person, the saying had better not be true. The older workers – particularly the baby boomer generation born between 1946 and 1964 – are likely to be part of the workforce for a while longer than might have been expected as falling birth rates after the post-war “boom” and later retirement ages caused by the economic needs of the person concerned and the economy as a whole, combine to create a higher average age of the workforce.

The paper provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to digest format.

By asking questions and presenting creative problems for students to solve, faculty nurture critical thinking and creativity. This type of inquiry-based teaching and learning is at the core of design curricula and provides the backbone of student charrettes and competitions, rooted in the professional realities of the disciplines. This chapter provides a guide for faculty members through the steps of how to do assessment of inquiry-based education within an artistic discipline. It provides a path to improve both content and form: to integrate what is known about inquiry-based learning in the arts with assessment practices that have emerged over the past three decades, and to use that as a basis for discussing how using reflective and inquiry-based practices coupled with well-designed assessment practices can serve to improve teaching practice, student learning, and further the development of inquiry-based environments at the individual, program, and even institutional levels.

The purpose of this article is to investigate how organization retain the knowledge of Contract Workforce (CWF) and to understand the associated challenges in this regard.

Adopting an inductive approach, 15 semi-structured interviews were conducted with senior managers, project heads and consultants working in leading oil and gas companies across eight countries (USA, Australia, UAE, KSA, Pakistan, UK, Thailand and Russia). Thematic analysis was carried out to analyze the data collected.

CWF appears to be a significant source of knowledge attrition and even knowledge loss in the oil and gas sector. There are various risks associated with hiring of CWF, such as hallowing of organizational memory, repeated training of contractors, no knowledge base, workforce shortage among others which can impede the knowledge retention capability of O&G companies in the context of contract workforce. Various knowledge retention strategies for CWF have been revealed, however, there is interplay of various factors such as proportion of CWF deployed, proper resource utilization, cross-functional multi-level teams' involvement and strength of transactional ties. Maintaining strong relationships (Transactional ties) is crucial to maintain a virtual organizational memory (partial knowledge retention) and to follow a adopting a rehired when required policy.

The knowledge retention issue in the context of CWF has not be addressed in past researches. This article attempts to fill this gap.

This study aims to examine which variables at the level of the individual employee and at the company level are predictors of self‐directed learning in low‐qualified employees.

Results were obtained from a sample of 408 low‐qualified employees from 35 different companies. The companies were selected from the energy sector, the chemical industry and the food industry. Multilevel analysis was applied to examine which variables are significant predictors of perceived self‐directed learning.

At the company level, the economic sector in which the employee is employed in particular played a striking role in the prediction of self‐directedness, as did presence of a participatory staff policy. At the level of the individual employee, a proactive personality (a disposition to take personal initiative in a broad range of activities and situations), striving for knowledge work, past learning initiative, task variety and the growth potential of the job were significant predictors of self‐directed learning.

Research on the predictors of self‐directed learning has primarily focused on correlational studies examining the relation between individual variables and level of self‐directedness. There is little research available that systematically traces the extent to which individual as well as company factors play a role in level of self‐directed learning. Nor is it clear which category of variables should be considered as the most critical. In addition, earlier research on this subject has mainly focused on a higher‐qualified group of workers (employees with at least a diploma of secondary education). Factors that are predictors of self‐directed learning and their relative weight might differ for certain groups of employees. This issue has hardly been addressed up to now.