A Systematic Literature Review of Intergenerational Learning Studies for Employee Development

Introduction

Employees are indeed paramount among the factors determining the efficiency expected from an institution or organization. It is clear that institutions or organizations that overlook their employees and perceive them merely as workers are unlikely to succeed. The capability of public institutions to achieve targeted efficiency is contingent upon the quality and well-being of their employees (Ekinci, 2008). Consequently, due to the mandatory shift from personnel management to human resource management, there is a growing trend towards practices that develop individual skills, rather than merely managing them (Can & Köse, 2015).

Educational organizations, in particular, are anticipated to foster the skills of their staff in order to attain their objectives. For a school to successfully fulfill its mission, its teachers - a critical component of educational employees - must perform at the expected levels. This necessitates practices such as providing performance feedback, offering support and guidance, identifying educational needs, and recognizing their potential within their workplace (Bostancı & Kayaalp, 2011). It is, therefore, reasonable to suggest that a significant portion of employee skill development within educational organizations occurs in the workplace itself.

Workplace learning is commonly categorized into three distinct types: formal learning, non-formal learning, and informal learning. Formal learning refers to deliberate learning encompassed within organized educational activities. Non-formal learning, on the other hand, is a deliberate learning form that unfolds within a workplace setting. Informal learning constitutes unintentional learning that occurs during everyday life activities (Geeraerts et al., 2016; Tynjälä, 2008). These three learning types hold significant importance in relation to employee development. However, learning can also transpire in various locations and at different times. Intergenerational learning (IGL) is one such type of learning (Polat et al., 2016).

Recent advancements in science and technology have contributed to significant improvements in people's health status and preservation, resulting in an increase in the elderly population's proportion within society. These advancements have subsequently impacted the demographic structure of organizations, leading to the co-existence of employees from diverse generations within a single organization (Kazak & Polat, 2018). Consequently, it can be suggested that within organizations where various generations coexist, the deployment of IGL may be a more effective strategy for enhancing employee skill development.

While the concept of “generation” is often narrowly defined as age groups born during the same historical periods, a broader and more sociological perspective views it as groups that share similar beliefs, attitudes, behaviors, and value judgments. These similarities arise from the collective influence of historical, sociological, and economic events, as well as technological advancements that occurred during the developmental years and socialization processes of age groups born within a specific time period (Karaaslan, 2014). Mannheim (1952) defines a generation as a cohort of individuals who experience and share social phenomena and historical events. Generations are generally conceptualized as 20-year periods, covering the timeline from birth to milestones such as marriage or parenthood (Codrington, 2011).