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Although many older workers wish to work longer, they may not be hired due to negative attitudes against them. The purpose of this paper is to investigate the role of intergenerational contact in shaping hiring decisions. Drawing from the intergroup contact theory, the authors investigated affective and cognitive categorization reactions as predictors of decision-makers’ willingness to hire older people and whether these relationships are moderated by intergenerational contact frequency and quality.

The authors tested the hypotheses using data from 232 employees with hiring power.

Results indicate that intergroup anxiety was negatively related to decision-makers’ willingness to hire older people. Further, intergenerational contact frequency exacerbated the relationship between intergroup anxiety and willingness to hire older people; whereas intergenerational contact quality buffered the negative relationship. In addition, the authors found that intergenerational contact quality facilitated the positive relationship between perceived outgroup competence and willingness to hire older people.

These findings extend previous research on older worker employment. In particular, they demonstrate how intergenerational contact frequency and quality can be powerful means that influence age-related hiring decisions.

Knowledge exchange between older and younger employees enhances the collective memory of an organization and therefore contributes to its business success. The purpose of this paper is to take a motivational perspective to better understand why older and younger employees share and receive knowledge with and from each other. Specifically, this study focuses on generativity striving – the motivation to teach, train and guide others – as well as development striving – the motivation to grow, increase competence and master something new – and argues that both motives need to be considered to fully understand intergenerational knowledge exchange.

This paper takes a dyadic approach to disentangle how older employees’ knowledge sharing is linked to their younger colleagues’ knowledge receiving and vice versa. The study applied an actor-partner interdependence model based on survey data from 145 age-diverse coworker dyads to test the hypotheses.

Results showed that older and younger employees’ generativity striving affected their knowledge sharing, which, in turn, predicted their colleagues’ knowledge receiving. Moreover, the study found that younger employees were more likely to receive knowledge that their older colleagues shared with them when they scored higher (vs lower) on development striving.

By studying the age-specific dyadic cross-over between knowledge sharing and knowledge receiving, this research adds to the knowledge exchange literature. This study challenges the current age-blind view on knowledge exchange motivation and provides novel insights into the interplay of motivational forces involved in knowledge exchange between older and younger employees.

Meetings are conducted by increasingly age-diverse participant groups as the workforces in most industrialized economies are aging due to demographic change. There are at least three reasons why meetings constitute a particularly interesting environment to study intergenerational learning processes, defined as individuals’ joint construction of knowledge through an exchange of information with one or more individuals from different age groups. First, meetings allow us to observe a wide variety of interactions that may foster or inhibit intergenerational learning. Second, the interactions taking place in meetings reflect general organizational practices as well as social exchange and age norms. As such, meetings offer a view through the magnifying glass at the age-inclusive or age-discriminating organizational culture which is interwoven with the engagement of different generations in intergenerational learning processes. Third, organizational members use meetings as an arena for strategic interactions to negotiate their current and future status by positioning themselves in relation to their colleagues through social comparisons. This chapter particularly focuses on the latter topic and develops a conceptual model outlining the motivational and emotional coˇnsequences as well as antecedents that link social comparison processes in meetings to intergenerational learning outcomes of participants from different age groups.