Does generational thinking create differences in knowledge sharing and<scp>ICT</scp>preferences?
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract Organizational strategies around employee retirement are often cast in generational terms (i.e., as knowledge transferred between older and younger generations). Within this context, research suggests generational differences in knowledge sharing preferences and in supporting information and communication technology (ICT) preferences. At the same time, others argue that the concept of generations is a myth, or a stereotype‐driven perception. Therefore, the objectives of this study were (1) to examine whether there are generational differences in knowledge sharing and ICT preferences and (2) to examine whether perceptions of younger and older generations' preferences match their actual preferences. Data were collected from 138 survey participants (Baby Boomers, Generation Xers, and Millennials) and analyzed using ANOVAs, effect sizes, and confidence intervals. Additionally, 13 interviews were conducted with Baby Boomers and analyzed using content and narrative analyses. Findings showed no reliable differences between the three generations' preferences for knowledge sharing modalities (i.e., in writing and verbally) and methods (i.e., in person and through various ICTs). The most preferred methods were email, in‐person, telephony, and instant messaging. Most interestingly, while all generations had an accurate perception of Millennials' sharing preferences, they all demonstrated a distorted perception of Baby Boomers' preferences. Moreover, the broader the generation gap, the greater the discrepancy in perception. These findings support the postulation that generational differences may be a matter of perception rather than actuality. The most significant implication for research and practice is to retire generational thinking and to propose several alternative organizational strategies in managing knowledge continuity.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it