A cross-generational learning in organizations: the case of four civil engineering firms

The dynamics of organizational learning are salient among different generational groups. Dysfunctional learning across generations can result in stagnant operations, ineffective collaborations that yield minimal outcomes, and reduced productivity. These challenges often stem from varying behaviors, cultural norms, and expectations, which complicate the management of organizational resources and processes. Despite these generational conflicts, cross-generational learning (CGL) can transpire through various formal and informal channels, particularly in knowledge-intensive firms. We investigate the implementation and conditioning of CGL within organizations and management’s pivotal role in facilitating this process. The study’s findings are derived from an analysis of four Thai engineering firms, where a distinct relationship between employee age and organizational tenure is evident; notably, the oldest employees also tend to have the longest tenure, positioning them as key holders of critical organizational knowledge.

CGL in organizations creates and maintains knowledge flows that transverse temporal knowledge boundaries. However, knowledge boundaries can become knowledge barriers when communication and collaboration issues arise. This often leads to resistance against knowledge transfer between generations due to differences in life backgrounds and experiences. A lack of trust in the assumptions and values of other generations exacerbates the situation, resulting in suspicion about the knowledge that can be gained from different age groups (Serenko, 2022). Additionally, knowledge barriers can have a political aspect; individuals who possess knowledge may be hesitant to share it because of the power and control it provides (Langley et al., 2019).

CGL has become a significant concern for organizations, particularly when experienced senior employees retire or depart. To effectively address this challenge, organizations endeavor to safeguard their most valuable knowledge by implementing CGL. The primary challenge in this process is identifying which knowledge to preserve or discard reasonably.

An organization’s absorptive capacity influences its effectiveness in CGL (Yu et al., 2023). An organization with inadequate absorptive capacity may encounter difficulties in understanding knowledge gained from previous generations, thereby hindering its ability to apply that knowledge effectively. Furthermore, boundary objects, such as policies and work procedures, also affect CGL. These function as navigational aids, facilitating individuals’ greater efficacy in overcoming cross-disciplinary knowledge barriers (Acharya et al., 2022).

We adopted a multiple case study method, which allowed us to investigate each firm and compare different cases. Four Thai civil engineering firms were selected as study cases, each specializing in a different area while focusing on large-scale public infrastructure and services.

Data was primarily collected through qualitative interviews with 32 senior engineers (those with over ten years of experience), junior engineers (those with less experience), and managers (see Table 1), supplemented by non-participant observations and project documents. We began by gathering information on how employees work on corporate projects and then focused on the collaborations between senior and junior engineers and their impact. The data was analyzed using qualitative coding to identify underlying themes (Thomas et al., 2001).

The study demonstrated that CGL functions as a role-based practice, wherein participants adopt the roles of knowledge givers or receivers. Significantly, these roles are not static; they can shift depending on the specific task being addressed. In instances where the task involves acquiring new knowledge, junior staff members assume the role of knowledge givers, while their senior counterparts take on the role of knowledge receivers. Conversely, when the focus is on learning established practices or expertise, the roles are reversed, with both generations assuming opposing positions accordingly.

The study discovered that CGL, primarily from senior to junior staff, is shaped by historical patterns of behavior, known as path dependence. Path dependence affects CGL by integrating it into the organization’s collective experiences and embedding knowledge from CGL into their work practices.

The study reveals that the status and authority of both the knowledge giver and receiver impact the effectiveness of CGL. In organizations, knowledge flows more frequently from senior to junior employees. However, strong management support for CGL can effectively diminish the influence held by senior employees and reduce reliance on outdated practices. This can be achieved by actively involving junior employees in the CGL and creating practices that encourage equal knowledge co-creation across different generations.

This study’s findings highlight key insights for companies, particularly those facing communication and collaboration issues due to the generational gap in their workforce. The findings have three implications for businesses.

First, management can cultivate organizational learning by assigning appropriate roles for each generation. Senior and junior employees possess different strengths in terms of knowledge and capabilities. In the early stages of a project, seniors can learn from juniors about their innovative problem-solving approaches and up-to-date knowledge. Conversely, in the later stages, juniors can gain insights from seniors regarding their work experiences and the tacit knowledge accumulated over time. Management can facilitate this inter-generational learning by providing clear guidance, enabling employees to quickly switch between the roles of knowledge giver and knowledge receiver based on the tasks and project stage.

Second, management should promote a culture of psychological safety. The effectiveness of CGL largely depends on the status and authority of the knowledge giver, which may be influenced by their past experiences. Therefore, management must create a safe and open environment for learning among different generations. Specifically, companies should cultivate a culture where employees feel comfortable learning from failures without fear of negative consequences. This environment encourages open communication and respectful feedback, leading to productive collaboration across generations.

Third, management can leverage CGL to enhance corporate innovation by acknowledging that past experiences play a crucial role in its development. Business innovation is a path-dependent process, meaning a firm’s history and capabilities significantly influence its future performance. Each generation brings different experiences and knowledge, which can either enable or limit corporate innovation. By fostering learning among these generations, companies can align their perspectives and create an innovation path for them.

CGL poses significant challenges to organizational learning. Issues and dysfunctions stemming from generational gaps can be worsened by unclear role identification, blind learning bounded by past practices, and management’s ignorance of the influence of power on CGL. However, effective managerial intervention can promote a healthy balance between the influences of senior and junior generations. By addressing excessive power dynamics and limiting the constraints of past practices from both sides, firms can enhance collaboration and improve learning outcomes.