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        <title>International Journal of Human Resource Development: Practice, Policy and Research Feed</title>
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            <title><![CDATA[Generation Z in Inside Sales: Exploring Career Construction and Aspirations Through an Interpretive Qualitative Lens]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0012</link>
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            <pubDate>Wed, 23 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Generation Z is becoming the dominant workforce, with many organizations, especially in high-pressure fields like inside sales, relying on Gen Z graduates for entry-level roles. However, high turnover within the first year disrupts operations and reduces profitability. To address this, HRD practitioners must understand how Gen Z constructs their careers. This study uses career construction theory and an interpretive qualitative design to explore how Gen Z employees in inside sales form their career identity and adaptability. The findings offer insights to reduce turnover and support long-term development. The study’s stakeholders include HRD practitioners focused on Gen Z retention, HRD scholars conducting generational research, and Gen Z employees whose experiences are validated and supported through this research.]]></description>
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            <title><![CDATA[The Perceived Limitations of the Athena SWAN Gender Equality Charter in Improving the Lives of Early- and Mid-Career Women Academics: A Case Study of an Athena SWAN Gold-Awarded Department]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0011</link>
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            <pubDate>Wed, 23 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[To address the career challenges faced by women in Science, Engineering, and Technology (SET) within UK higher education institutions, the Athena Swan Charter was established in 2005 and later expanded to include a broader range of academic groups in 2015. Athena Swan literature presents a complex picture, while some studies suggest that participation in the Athena Swan Charter leads to measurable improvements in structural and cultural conditions, others question these claims, pointing to the persistent challenges women face in academia. This study adopts a grounded theory approach to explore the lived experiences of women academics in a science department that holds a Gold Athena Swan award. It used a case study design and employed semi-structured interviews as the data collection tool to collect data from women in early and mid-career positions. The findings reveal a performative dimension of Athena Swan, as participants described feeling “invisible,” “voiceless,” and “excluded” due to their socio-symbolic status — yet simultaneously “hyper visible” through their representation in websites and Athena Swan case studies. The study argues that the performativity embedded in the Athena Swan application process itself may lead women to question the legitimacy and effectiveness of such gender equality initiatives.]]></description>
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        <item>
            <title><![CDATA[Editorial: April 2026 Issue]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0001</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
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        <item>
            <title><![CDATA[Agentic HR, Human Focused Outcomes: Designing a Future Ready Operating Model]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0008</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Mergers &amp; Acquisitions, Cultural Due Diligence, and Implications for HRD Practitioners]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0010</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Despite the seminal research pioneered by J. Robert ‘Bob’ Carleton when he introduced the corporate world of mergers and acquisitions to his idea of cultural due diligence (CDD) in 1997, many mergers or acquisitions still fail due to the lack of willingness on the part of ‘dealmakers’ and others involved in the process to do what is needed to ensure success. Practitioners, including those from the disciplines of performance improvement, human resources development (HRD), human resource management (HRM), and organization development (OD), still need to step up, take responsibility, and provide needed guidance and direction for those executives or senior managers responsible for the integration of two or more cultures coming together in a new organization following a merger or acquisition. Those practitioners with knowledge of and experience in cultural integration need to also step up and develop newer talent unaccustomed to the rigours of culture clash and cultural integration to move toward a successful merger or acquisition (Craig, 2022, p. 1).]]></description>
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        <item>
            <title><![CDATA[Training Transfer during COVID-19 in Sri Lanka: The Critical Role of Supervisor Support]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0006</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Drawing on secondary survey data collected to evaluate post-training outcomes during the COVID-19 pandemic, this study investigates factors influencing the transfer of training during a global health crisis. Using a sample of 152 supervisory- and above-level staff from a leading export apparel manufacturer in Sri Lanka, we conducted a series of statistical tests, including two-way ANOVA and generalized linear modelling, and examined the interaction effects among supervisor support, gender, and workplace context on perceived training transfer during the initial stages of the COVID-19 pandemic. We find that, during the COVID-19 pandemic, supervisor support was significantly associated with perceived training transfer. Although the effect of gender was not significant, the interaction between department and supervisor support was notable, suggesting that workplace context plays an important role in training transfer. The results underscore the importance of supervisor support and the work environment in facilitating training transfer during crises and extreme events.]]></description>
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        <item>
            <title><![CDATA[Reinvigorating Employee Performance through the Roles of Human Resource Development Climate, Organizational Commitment, and Perceived OrganizationalSupport]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0005</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This study leverages established theories and realizations from the literature to examine the intricate relationship between Human Resource Development Climate (HRDC) and employee performance. It highlights the mediating role of organizational commitment (OC) and the moderating role of perceived organizational support (POS) through an integrated model, addressing identified gaps in existing research — specifically, the limited studies within diverse cultural settings. A quantitative methodology was employed, and Structural Equation Modelling (SEM) was utilized for data analysis. The findings support the premise that HRDC directly influences employee performance, thereby addressing an unexplored gap in non-Western contexts and investigating the mechanisms through which OC mediates this relationship. Additionally, the study analyses how POS moderates the impact of HRDC on both OC and employee performance. The results indicate that a positive HRDC generally enhances employee performance, with OC serving as a vital mediator. Moreover, POS is found to strengthen these relationships, emphasizing its significance in maximizing the benefits of Human Resource Development (HRD) initiatives. This research contributes significantly to the theoretical understanding of the effects of HRDC on employee outcomes and offers practical implications for organizations striving to enhance their HRD practices. It also proposes directions for future research, including longitudinal studies and cross-cultural comparisons, to elucidate these relationships in diverse contexts further. The originality of this investigation lies in its potential to inform strategic HRD practices that align with organizational objectives, employee wellbeing, and broader societal needs. Moreover, the findings, derived from a rigorous academic process, hold significant relevance for HRD practitioners and other HR professionals in Iran, and may also be applicable in other countries.]]></description>
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        <item>
            <title><![CDATA[When Shall weThree Researchmeet Again: A Reflective Analysis to Understand #FEResearchmeet as a Lens for Developing a Research Culture in Further Education]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0009</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This reflective piece follows a presentation at the British Educational Leadership, Management and Administration Society (Jones et al., 2025), takes up the key theses of that presentation, and sets out the authors’ joint thinking as we move towards designing an empirical study to explore how #FEResearchmeet influenced and professionally developed further education (FE) workers. The paper sets out the systemic problems in the FE Sector around continuous professional development (CPD) and research and the historical failures in these areas before offering models such as #FEResearchmeet as a solution. That is, a voluntary research event by and for practitioners. The paper focuses on their impact, influence, and demonstrable ability to develop knowledge in the sector. The paper concludes with the challenges that this presents and strategic recommendations for policy makers and sector leaders. Whilst we acknowledge that much of the published work around #FEResearchmeet is anecdotal, our analysis of the collective voices exploring the initiative and its impact on participants and the wider sector (Cook et al., 2023; Crowson et al., 2020; Jones et al., 2024; Jones &amp; Scattergood, 2025; Scattergood, in Jones, 2025) creates reliability or ‘trustworthiness’, (Golafshani, 2003), from these numerous sources notably from co-authorship.]]></description>
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            <title><![CDATA[Developing Effective Leadership Styles in the Hotel Industry: Identifying key Contextual Factors]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0003</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The integration of situational leadership Theory (SLT) principles is acknowledged to result in a more orderly and conducive learning environment. However, SLT has placed more significance on employee readiness levels when deciding on a leadership style to influence staff development. It is however essential to examine other factors that could be considered in addition, in these decisions.This research explored the contextual factors that need to be considered, alongside staff readiness level when deciding on a SLT leadership style among SME hotel staff. This qualitative and exploratory study adopted a multiple-case study strategy using a purposive-homogenous sample of thirty staff, from ten 2-star SME hotels and analysed data from semi-structured interviews through latent thematic analysis and presented the results descriptively with the aid of the Gioia technique.The findings provide practical implications for hotel managers to consider contextual factors when deciding on SLT leadership styles to influence staff development, and for HRD practitioners to also incorporate context considerations into leadership training manuals that are targeted at building the capacities of SME hotel managers and leaders as contextual factors have received little attention in the leadership literature, particularly among SMEs.]]></description>
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        <item>
            <title><![CDATA[Equity Leadership and Employee Engagement: A Case Study]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0002</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This paper explores equity leadership and its potential to enhance employee engagement. It builds on Homans’ social exchange theory and incorporates elements from Alderfer’s ERG theory. Equity leadership adopts a tiered approach in which leaders address employees’ needs. This phenomenological qualitative case study examined participants’ experiences in detail. The study focused on mid-level managers at a Midwest company with around 2,000 employees who practiced equity leadership. This approach enabled researchers to gain insight into equity leadership and employee engagement.The guiding research question was: How does Equity Leadership influence employee engagement? Researchers used thematic analysis. The thematic coding process identified twelve codes, which were consolidated into the main theme of organizational synergy. Specifically, equity leadership fosters this synergy and enhances employee engagement. Participants described equity leadership through leaders’ support of resources, relationship, and opportunity needs, aligning the original 12 codes with these constructs. While organizational synergy was the primary theme, the identified codes supported the EL construct of employee resources, relationships, and opportunities.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Preparing Organizations for Digital Transformation: A Systematic Literature Review of Skill Development in Organizations with Practical Recommendations]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0007</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The purpose of this study is to examine the current state of skill development for digital transformation in organizations using the Continuous Change Model (CCM). As digital and global business environments evolve rapidly, human resource development (HRD) professionals play a key role in managing change. Within skill development, the CCM highlights learning and development professionals as change agents who facilitate this continuous transformation. This study follows the PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) guidelines to conduct a systematic review of the empirical literature on skill development in digital transformation. 25 journal articles published between 2012 and 2024 were analysed. The findings indicate that much of the research remains focused on identifying challenges and proposing theoretical solutions, with limited attention paid to implementing and evaluating change initiatives. Organizations face difficulties keeping pace with digital transformation, and empirical studies on the execution and assessment of skill development strategies are scarce. This study contributes to both academic and practical discussions by addressing this research gap. For HRD practitioners, it offers a comprehensive tool kit with strategies to support upskilling efforts. By identifying critical initiatives, this study provides actionable recommendations to bridge skill gaps and enhance the effectiveness of digital transformation in organizations.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Leadership Development and its Impact on Development of Women Leaders: A Futures and Foresight Analysis How Shattered is the Glass Ceiling?]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2026-0004</link>
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            <pubDate>Mon, 25 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The paper presents an argument based on the application of a Futures and Foresight analysis (FFL) to the issue of leadership development and its impact on the development of women leaders. Two main questions guided the research — firstly, “Has leadership development changed the understanding of leadership since 2021?” and second “Has leadership development produced more women leaders?”. Our analysis led us to three main conclusions. Firstly, that influencing the direction of leadership research is a key challenge for HRD academics and professionals. Secondly, that having an impact on the position of women in leadership requires HRD academics and professionals to meet these challenges and thirdly, and based on our experience of this project, we conclude that FFL has a role in both HRD research and practice. The scenarios produced in the paper indicate possible end points. They also highlight directions of travel and so suggest actions that can be taken to influence which direction is taken. Our analysis suggests that there is clearly still much work to be done to completely shatter the ‘glass ceiling’.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Management Development, Making it All Worthwhile: Introducing a Tripartite System of Transfer Grounded in the Relationships Inherent in an Apprenticeship Model of Delivery]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0011</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This study investigates the link between the tripartite actors (learner, employer and training provider) involved in an apprenticeship – and the known variables identified in successful transfer of training. A new systems-based model of transfer is proposed which integrates the pre training environment, learning phase, and post training environment with the tripartite actors inherent in an apprenticeship. The model was applied to a L5 management apprenticeship delivered to an open cohort. This is a qualitative explorative study which applied thematic analysis to reflective reports completed by learners during the apprenticeship. Six themes have been identified which demonstrate how the apprenticeship generates a holistic transfer climate. The tripartite actors and known transfer variables interact at multiple stages in this system to multiply the effect of each, leading to positive transfer. The study contributes to the literature by refocusing researchers’ attention on the systems approach to transfer whilst also adding to the slow but growing knowledge supporting the impact of apprenticeships on management learning.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Special Issue Editorial: The Role of Technical and Vocational Education and Training (TVET) in Workforce Development]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0009</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Degree Apprenticeships, Foundation Degrees and Workforce Development in the United Kingdom: A Bibliometric Review and Research Agenda]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0010</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Technical and vocational education and training (TVET) has received considerable attention in recent decades as successive governments in the United Kingdom (UK) have sought to encourage more cost-effective training and minimize perceived skills shortages. Since the turn of the millennium, two degree-level TVET qualifications have arisen in the UK to support workforce development and instil those higher level cognitive and technical skills that are required by industry: foundation degrees and degree apprenticeships. This bibliometric review analyses the current state of research that has examined such TVET programmes, focusing more particularly on issues linked to workforce development and business-related TVET subjects in the UK. Through quantitative bibliometric analysis, a nascent dataset of 34 peer-review research articles focusing on this topic area was generated from the Elsevier Scopus database. Bibliographic data were then analysed to identify key authors, current foci of existing research and long-term publication patterns to provide a framework to map current knowledge structures and patterns within this area. The paper contributes to TVET literature by positioning the study within existing scholarly discourse and objectively identifying those areas where research is lacking, as a guide for future studies. Given the relatively nascent state of existing publications, five potential avenues for future research were identified, with particular scope to expand future research agendas in business-related TVET areas from human resource development and workforce development perspectives.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Perspective: Reclaiming the Vocational Mission: The 2025 Post-16 Skills White Paper]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0014</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This article critically examines the evolution and future trajectory of technical and vocational education within the context of the 2025 Post-16 Education and Skills White Paper. It evaluates how emerging policy mechanisms — namely the Growth and Skills Levy, the Youth Guarantee, and the national ambition for two-thirds of young people to attain higher technical or degree-level qualifications by age 25 — reposition work-based learning as a cornerstone of England’s education and economic strategy. Drawing on policy discourse, academic literature, and comparative international analysis, the article explores both the opportunities and structural tensions embedded within the current reform agenda. It concludes with evidence-informed recommendations to ensure technical education remains credible, equitable, and sustainable within England’s evolving technical and vocational education and training (TVET) landscape.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Barriers to Embedding Employability: Are Academics the Problem?]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0013</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Employability has long been a central, albeit often contested, concept within the discourse of Higher Education (HE) in the United Kingdom. Traditionally, discussions surrounding graduate outcomes have focused on a quartet of primary stakeholders: students; prospective employers; university policy; and government policy. While these groups undeniably play pivotal roles in shaping the landscape of graduate employment, this paper confronts a critical, often implicit, question: could academics pose a key barrier to the embedding of employability? We argue that academics, frequently perceived as a barrier and/or omitted from strategic institution-specific as well as sector-wide-policy discussions, are in fact integral and interconnected stakeholders whose active engagement is essential for robust integration of employability within the fabric of HE. This paper will offer a conceptual viewpoint in the evolving understanding of employability, explore persistent barriers to its effective integration, specifically examining the academic perspective, and offer forward-thinking case studies that champion a more holistic, interconnected, and culturally embedded approach, particularly emphasizing the vital contributions of academic and professional services colleagues.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Degree Apprenticeships: Autoethnographic Insights into Academic Support for Degree Apprenticeships]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0012</link>
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            <pubDate>Wed, 17 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Degree apprenticeships combine academic study with practical work-based training, providing individuals with the opportunity to gain a degree while developing within the workplace. Apprenticeships offer organisations the opportunity to develop a skilled, engaged workforce tailored to their specific needs, ensuring a strong alignment between employee skills and workforce planning. Drawing on Vygotsky’s social constructivism theory (1978), this study explores how academic support services scaffold apprentices' learning by bridging the gap between academic theory and workplace practice (Bockarie, 2002).This paper seeks to address the need to identify and evaluate the effectiveness of academic support within degree apprenticeship programmes by drawing on the autoethnographic insights of an apprenticeship course leader to explore the complexities of delivering academic support and asks: How do support services contribute to the success of apprentices in a UK degree apprenticeship programme? Through a critical examination of the course leader’s experiences, this research highlights the tensions, and successes, encountered in designing and implementing support services that balance apprentice needs, academic study and workplace demands. This study is significant for practitioners, institutions, and employers, providing valuable insights into how support structures provide for the unique needs of degree apprentices.]]></description>
            <category>ARTICLE</category>
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            <title><![CDATA[Editorial: Special Issue Editorial: Coaching and Mentoring in the Workplace, and its Impact on Learning at Multiple Levels]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0001</link>
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            <pubDate>Wed, 25 Jun 2025 00:00:00 GMT</pubDate>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Intergenerational Mentoring and Intergenerational Learning: A Scoping Review]]></title>
            <link>https://reference-global.com/article/10.2478/ijhrd-2025-0003</link>
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            <pubDate>Wed, 25 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Baby boomers are currently the smallest generation in the workplace, while millennials make up the largest group (36%), followed by Gen X (31%) and Gen Z (18%). The presence of four generations in the workplace suggests that each cohort possesses distinct characteristics, values, and expectations. It is essential for leaders to develop strategies that promote respect, collaboration, and coexistence, effectively bridging the generational gap. Due to limited understanding and research of the impact in this area, this scoping review will explore two strategies aimed at enhancing collaboration and coexistence: intergenerational mentoring (IM) and intergenerational learning (IL). The following three questions guided this study: What is intergenerational mentoring and intergenerational learning? How is intergenerational mentoring and intergenerational learning related and different? What should leaders do to implement intergenerational mentoring and intergenerational learning approaches? The findings indicate that IM is an IL strategy and is a conduit for intergenerational knowledge sharing, collaboration, and cohesion. Intergenerational mentoring involves creating environments where individuals from various generations participate in reciprocal learning, benefiting their organizations, communities, and society as a whole. Intergenerational mentoring acts as a catalyst for understanding, respect, relationships, collaboration, and cohesion across all generations.]]></description>
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