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.
Gerpott, F.H. and Fasbender, U. (2020), "Intergenerational Learning in Age-Diverse Meetings: A Social Comparison Perspective", Meinecke, A.L., Allen, J.A. and Lehmann-Willenbrock, N. (Ed.) Managing Meetings in Organizations (Research on Managing Groups and Teams, Vol. 20), Emerald Publishing Limited, pp. 185-206. https://doi.org/10.1108/S1534-085620200000020009Download as .RIS
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