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

2. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 2 Outline  Introduction  Intergenerational Learning (IGL)  Cohort Theory  Psychosocial characteristics of different generations  Implications for organisations  Program design (SILVER project)

3. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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 of total workforce.  BUT, older workers typically ignored = loss of org. capability  IGL might help this problem but we don’t know enough about it.

4. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 4 Intergenerational Learning (IGL) 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 outcomes such as…

5. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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,  Builds social capital,  Improves knowledge exchange,  Facilitates innovation and problem solving,  Thus IGL is a real panacea (or maybe not).

6. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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

7. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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 FI CI

8. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 8 Age-related cognitive decline (Kanfer & Ackerman, 2004)

9. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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.

10. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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 Self actualization Food Education Clothing

11. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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.

12. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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.

13. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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).

14. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 14 Overview Possible indicators

15. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 15 Consequences for organizations Adjustments in the goals and performance criteria should be made to enhance performance outcomes Design effective IGL Environments Adopt strategies that eliminate aging stereotypes Reinforce generativity motives

16. A framework for organizations Personal Level (world-view, personal and work related values, type of intelligence, and different types of motivations) Group Level (interactions between generations in ways that complement each other) Collective Level (organizations invest in formal and informal rewards) Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 16

17. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr 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

18. Donald.Ropes@inholland.nl aypsilan@phed.auth.gr Cedefop's workshop “Learning Later in Life“ 21-22 Sept 2011 18 Thank you!