PSY-6423

Berge, Z. L. (2022). Designing workplace training for generational differences: does it matter? Merits, 2(4), 400–407
This source evaluates the benefits and drawbacks of tailored training based on age cohorts.

Chaudhuri, S., Park, S., & Johnson, K. R. (2022). Engagement, inclusion, knowledge sharing, and talent development: is reverse mentoring a panacea to all? Findings from literature review. European Journal of Training & Development, 46(5/6), 468–483.
This source is a literature review that summarizes the factors that impact knowledge sharing among different age cohorts.

Fait, M., Cillo, V., Papa, A., Meissner, D., & Scorrano, P. (2023). The roots of “volunteer” employees’ engagement: The silent role of intellectual capital in knowledge-sharing intentions. Journal of Intellectual Capital, 24(2), 399–429.
This source explores the factors within a workplace environment that facilitate the exchange of institutional knowledge.

Richards, M. B., Becker, K. L., & Stollings-Holder, J. (2024). Escaping generational conflict: using gamification to examine intergenerational communication & problem-solving. Review of Managerial Science,18, 1597-1616.
This source summarizes the effectiveness of gamification as a training tool that bridges generational conflict and promotes better learning.

Strawser, M. G. (2021). Training and development: communication and the multigenerational workplace. Journal of Communication Pedagogy, 4, 96–102.
This source describes the role of communication styles as essential to overcoming intergenerational conflict during training.