The proposed paper is one of the outputs of a four-year project “Intergenerational Learning Across Social Environments” which focuses – apart from learning in communities and school environment – also on intergenerational learning in enterprises. The central starting point is the concept of intergenerational learning. The concept of intergenerational learning focuses on learning taking place through interactions between members of different generations. This feature brings about not only transfer of certain contents from one generation to another. Intergenerational learning is perceived rather as a bi-directional process (Ramon, Turini, 2008), whose importance is growing in the light of current demographic trends in society, the need to maintain intergenerational continuity in society as a whole as well as in the component parts of its structure (an increasing attention is being paid to intergenerational learning in the workplace (comp. e.g. Bell, Narz, 2007; Glass, 2007; Patterson, 2007; etc.)).

Content-wise, the paper is a follow-up to our presentation “Intergenerational Learning in the Workplace”, presented at the ECER conference in Porto in 2014. We then presented outputs of the first qualitative research stage (using the obserview method, i.e. a method combining interview and observation) in which we identified the protagonists of situations of intergenerational learning and their degrees of involvement, who was learning from whom in intergenerational contact, what intergenerational contact consisted of and what circumstances in the workplace are necessary for it to arise.

It is these results that the second, quantitative research phase – whose results will be presented in the proposed paper – is building on. Its objective is to verify and quantify the results of the above-described qualitative survey and characterize the phenomena identified as to frequency, intensity and evaluation by the protagonists. The research questions we are asking in the paper are the following:

1. What is the frequency of situations of intergenerational learning in the enterprises under observation?
2. What is the intensity of processes of intergenerational learning in the enterprises under observation?
3. What conditions for intergenerational learning have been set up and how do they hinder or support learning processes in the enterprises under observation?

Research project "Intergenerational Learning in Various Social Environments" is supported by Czech Science Foundation (GA13-07234S).

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