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Article
Publication date: 10 February 2025

Dongcheol Heo and Kanlayakorn Smuttrasen

This study explores how cross-generational learning is implemented and conditioned in organizations and the role of management in this process.

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Abstract

Purpose

This study explores how cross-generational learning is implemented and conditioned in organizations and the role of management in this process.

Design/methodology/approach

This is a multiple case study research.

Findings

The study identified three features of cross-generational learning (CGL): 1. CGL is a role-based practice where participants serve as either knowledge givers or receivers. 2. Knowledge transferred between generations, especially from the senior to the junior generation, is embedded in the organization’s work practices and bounded by path dependence. 3. Appropriate management commitment to CGL can mitigate the power and path dependence of the seniors, primarily through the active engagement of junior employees and the design of practices for equal knowledge co-creation.

Research limitations/implications

The study is exploratory and needs further examination with more cases and populations.

Practical implications

First, management can cultivate organizational learning by assigning appropriate roles to each generation. Senior and junior employees possess different knowledge and capability strengths. Second, management should promote a culture of psychological safety. The effectiveness of CGL largely depends on the status and authority of the knowledge giver, which may be influenced by their past experiences. Third, management can leverage CGL to enhance corporate innovation by acknowledging that past experiences play a crucial role in its development.

Originality/value

The study shows effective cross-generational learning can be conducted by assigning appropriate roles for each generation in their work practices. It also reveals that companies can help facilitate better learning among generations by designing and implementing knowledge management processes and systems that encourage juniors’ participation and contribution to product development and business operations. Last but not least, this study proves that managerial understanding and support can balance the influence of senior and junior generations by mitigating excessive power and curbing the influence of path dependency from one side.

Details

Development and Learning in Organizations: An International Journal, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1477-7282

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Article
Publication date: 25 April 2023

Virginia Andres and Dongcheol Heo

Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their…

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Abstract

Purpose

Complex crises affect tightly coupled systems making them highly unpredictable. This paper aims to determine how organizations learn from their crisis experience shaping their knowledge and transformation trajectory toward and beyond survival. A theoretical framework integrating organizational learning (OL) and knowledge management in organizational transformation (OT) in complex crises is presented.

Design/methodology/approach

This conceptual paper presents a systematic literature review on OT in crisis from 2000 to 2021. To achieve integration, the authors searched for studies on OT, knowledge management and OL, each paired with a crisis.

Findings

Crises highlight the emergent and decentered nature of knowing and organizing. This study suggests that OT is achieved through various changes in organizational knowledge. Different learning modes enable the transformation of knowledge in a crisis: contextual or situated learning, strategic and collective integration.

Research limitations/implications

The authors' pandemic experience may have influenced the analysis. This paper does not account for new types of learning emerging due to the influence of digital technologies.

Practical implications

Organizations may hasten renewal through distributed crisis management facilitated by contextual and strategic learning and collective integration.

Originality/value

This study categorizes learning, based on its function in crisis management, into three types: contextual learning for creative problem-solving, strategic learning for leadership and direction and collective integration to evaluate their crisis journey. Through this classification, this study sheds light on the types of knowledge needed to manage crises effectively, showing that organizations can leverage their crises by transforming and innovating themselves in this turbulent period.

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