Three generational issues in organizational learning: Knowledge management, perspectives on training and “low-stakes” development

Abstract

Purpose

Methods for facilitating learning and knowledge transfer in multigenerational workplaces are of importance to organizations. Yet, intergenerational learning is vastly understudied in academic organizational literature. This conceptual paper aims to recommend future directions for studying intergenerational learning by examining three interrelated considerations.

Design/methodology/approach

General knowledge management concepts, various generationally based perspectives on training and low-stakes development initiatives, are examined by integrating the existing literature.

Findings

The authors suggest that improved learning will occur in organizations that facilitate targeted socialization, respond to new preferences and trends in development programs while leveraging multiple approaches including informal/individualized initiatives (such as on-the-job education, mentorship programs) and embrace multiple types of volunteering activities.

Originality value

Although other work has reviewed intergenerational learning, this is the first research to focus on multigenerational learning while considering tacit and practical learning transference from inside and outside the organization.

Citation

Sprinkle, T.A. and Urick, M.J. (2018), "Three generational issues in organizational learning: Knowledge management, perspectives on training and “low-stakes” development", The Learning Organization, Vol. 25 No. 2, pp. 102-112. https://doi.org/10.1108/TLO-02-2017-0021