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Solving Intergenerational Communication Problems in Tourism and Hospitality Enterprises

100%
Luka I., Drozdova V., Šakytė-Statnickė G., Budrytė-Ausiejienė L.
Journal of Education Culture and Society
|
2023
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vol. 14
|
issue 1
207-228
EN
Aim. The aim of the research is to identify intergenerational communication problems in tourism and hospitality enterprises and define teaching/learning initiatives and methodologies required to develop employees’ competencies to solve intergenerational communication problems. Methods. 12 semi-structured expert interviews with tourism and hospitality business owners and/or top-level management in three countries (Lithuania, Latvia, and Sweden) were conducted to collect information on generational differences in communication and intergenerational communication problems in the company. Qualitative content analysis was applied for data analysis. Results. Nine main groups of intergenerational communication problems have been detected and corresponding teaching/learning initiatives and methodologies that take into account the specific characteristics of each generation are recommended to eliminate each of the problems identified. Conclusion. Generational differences and differences in communication lead to intergenerational communication conflicts in tourism and hospitality enterprises. The suggestions on organising adult learners’ teaching/learning process based on generational differences may be applicable in workplace learning and also in educational institutions providing adult education. Cognitive value. The paper focusses on analysing intergenerational aspects in communication processes in tourism and hospitality enterprises and offers the means of solving communication conflicts by employing certain adult teaching/learning initiatives and methodologies suitable to non-formal and formal adult learning.
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Rozmowy młodzieży z rodzicami. Narracja z perspektywy młodzieży

99%
Karmolińska-Jagodzik E.
Studia Edukacyjne
|
2017
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issue 45
153-183
EN
Young people have a strong need to be in good relationships with their parents. They learn from them most. Parents are the starting point and often the turning point in many crisis situations. In the process of formulating their identity, young people need more and more living space outside their family home to carry out their development tasks. But it is hard not to talk to parents. Each conversation may take different forms. This article shows the specificityof the ongoing discussions between young people and their parents in a contemporary family home. Based on my research, I point out not only conflictsituations in the contemporary family, but I also explain the importance of intergenerational conflict,its specificity. I moreoverindicate both normative and opportunistic aspects of the dialogues carried out by young people. I am going to show we need a conversation and what its strength is. Even if I seem to point to the negative aspects of conversation, it remains an indispensable, or even a therapeutic element of support for both young people and their parents.
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Family Learning Models in Intergenerational Perspective

86%
Rabušicová M., Kamanová L., Pevná K.
The New Educational Review
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2016
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vol. 45
64-75
EN
The article deals with intergenerational learning in the Czech family from three generations perspective. Intergenerational learning means phenomena and processes aiding mutual transfer of knowledge, experiences, and attitudes in the family that take place in specific family life situations, in interactions, and during the shared activities of the participating generations: children, parents, and grandparents. The thesis of pro-learning family culture-the influence of family characteristics such as communication, family climate and cohesion on learning in the family is elaborated on. The thesis of pro-learning family culture is developed further to identify four different models of family learning from intergenerational perspective. A mixed research design was used.
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