Background and Originality: The article focuses on organizations that face the challenge of establishing a working environment adapted to the characteristics of different generations of employees. ...Each of the generations in the workplace must be motivated to work, cooperate and share knowledge among co-workers of different ages. Many research studies have been done on motivation in the workplace, but we have not found the research on the impact of different learning forms to motivate different generations to cooperate and exchange knowledge at the workplace, either on a Slovenian or global scale. Method: In this study, we examine the following two issues: If different approaches are needed to motivate different generations of employees to cooperate, and whether different generations differ in the desired ways of acquiring and sharing knowledge, using Piktialis and Greenes (2008) categorization of learning and knowledge-sharing forms at work. In the critical assessment of motivation for intergenerational cooperation and knowledge-sharing, we used a quantitative research method. The survey was conducted on a random sample among employees in a selected organization with 2,000 staff, with 334 responding to the survey. Results: The results showed that for Generation Z it is least important that they to share their knowledge and work experience with colleagues from other generations and that the younger generations (Y and Z) are less suited to knowledge-sharing through storytelling (examples from practice, comparisons, summarizing experiences) and summaries of key knowledge (from conversations, interviews, conferences). Society: The concept of intergenerational cooperation in the workplace includes knowledge-sharing among staff, as well as a shift from knowledge-sharing to co-creating knowledge. We believe this shift is of key importance for further development of human capital as well as knowledge accumulation in the organization. Therefore, co-creating knowledge should represent the future ambitions of every organization and research's communities. Limitations / further research: Research limitations and suggestions for further research. A selective sample should be taken into account as this research only included one organization and individuals from this particular organization that were motivated to participate. The small sample of generation Z should also be mentioned. The main limitation of this research was the failure to consider an individual's characteristic, organizational climate and communication pattern among different departments. At the same time, the focal organization operates in different geographical locations, as this can play an important role in intergenerational cooperation and knowledge-sharing. Herefore, each organization needs to determine the preferred form of knowledge-sharing in each specific environment and choose a form that suits both the employees who provide information and those who receive it. This is also an area of further research, thus the influence of organizational climate and culture on the process of intergenerational cooperation and knowledge exchange.
The problem of intergenerational cooperation in the workplace is becoming increasingly important, especially because of the ageing workforce. The article presents the issue of companies facing the ...challenge of changing a work environment that has to be tailored to the characteristics of each individual generation in the workplace. Generational differences and similarities are explained in more detail, especially in relation to work, followed by a consideration of stereotypes and age discrimination in the work environment. The article illustrates the problem of stereotypes related to age at a selected company. In focus groups we found several positive as well as negative stereotypes regarding age in the workplace, which we use in a research questionnaire especially designed for this study. The questionnaire was completed by 394 employees, and the results used to provide answers to the following research questions: Are there stereotypes within the company about the characteristics of different generations? And do different generations have different foundations regarding the company’s expected attitudes towards their work? The results show that in the focal company there are mostly positive stereotypes regarding age. We also found out that there are no significant differences between the different generations regarding the company’s expected attitudes towards their work. The respondents of all ages expected these attitudes to be based on similar foundations.
Učna sposobnost zaposlenih in s tem celotne organizacije postaja zdaleč najpomembnejši dejavnik uspešnosti, prav tako pa tudi najpomembnejši dejavnik pri načrtovanju in razvijanju kariere. Zapisali ...smo že, da se v družbi znanja koncept delovne kariere umika pojmu izobraževalne poti. Posameznik bo uspešen in motiviran za delo le, dokler se bo pri delu tudi učil in osebno razvijal. Potrebe po znanju so torej izjemno velike. Vsi vemo, da za opravljanje dela že zdavnaj ne zadošča več zgolj znanje, ki ga posamezniki prinesejo iz šol. Prav tako vsi vemo, da je znanje vselej predstavljalo moč. Malo manj se zavedamo, da se znanje spremeni v moč organizacije šele takrat, ko ga v organizaciji delimo. Delimo pa ga seveda takrat, ko ga znamo prenašati na druge.
Konstruktivni pristop k v načrtovanju osebne kariereAvtorica v prispevku predstavi pomen izobrazevanja za konstruktivno nacrtovanje kariere. Ugotavlja, da obstaja paleta forma/nih in neformalnih ...izobrazevalnih priloznosti, kjer lahko pridobimo znanje za konstruktivno nacrtovanje kariere. Predstavi stiristopenjski model nacrtovanja osebne kariere, ki sestoji iz diagnosticiranja, doseganja samouvida, izbiranja odloCitve ter presojanja uCinkovitosti odloCitve. Opozori na nujnost proaktivnega odzivanja na spremembe in predstavi konkretne izobrazevalne oblike, ki so nam lahko v pomoc pri nacrtovanju oz. redefiniranju kariere. Temelj uspdnega nacrtovanja kariere pa je predvsem dobra poznavanje sebe, zato avtorica predstavi ocenjevalni center kot instrument objektivnega vpogleda v lastne prednosti in pomanjkljivosti. Prav tako pa predstavi tudi alternativne izobrazevalne vire za konstruktivno nacrtovanje kariere, ki postajajo vse bolj popularni v novi ekonomiji.
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