INTERGENERATIONAL KNOWLEDGE TRANSFER IN THE WORKPLACE. Measurement, antecedents, and intervention in the Italian Public Administration.

The increasing relevance of knowledge-based work and the demographic aging of the workforce have made intergenerational knowledge transfer a critical challenge for contemporary organizations, particularly within public administrations undergoing processes of generational renewal. Preserving organizational know-how while fostering collaboration between younger and older employees requires a deeper understanding of the psychological, relational, and organizational mechanisms that underpin knowledge transfer processes. This doctoral dissertation addresses this challenge through three empirical studies that jointly examine the measurement, antecedents, and promotion of intergenerational knowledge transfer in the Italian Public Administration. Furthermore, Study 1 and Study 2 have also been initiated in Poland with a Polish sample; data collection is currently ongoing. Study 1 focuses on the measurement of knowledge transfer by validating the Italian version of the Knowledge Transfer Scale originally developed by Wilkesmann et al. (2009). Using a multi-sample design, the study provides evidence for the reliability, factorial validity, measurement invariance over time, and concurrent and predictive validity of the scale, thus offering a robust tool for assessing knowledge transfer behaviors in Italian organizational contexts. Study 2 empirically tests the Intergenerational Knowledge Transfer model proposed by Fasbender and Gerpott (2022) within an Italian public organization. Drawing on a cross-sectional sample of employees from the Italian National Social Security Institute (INPS), the study examines age-differentiated psychological mechanisms underlying knowledge sharing among younger and older workers. The findings partially support the proposed model, highlighting the role of motivational factors, social comparisons, and perceived similarity in shaping intergenerational knowledge transfer behaviors. Study 3 extends this line of research by testing an intervention protocol explicitly derived from the Intergenerational Knowledge Transfer model. Using a quasi-experimental design with intervention and control groups, the study evaluates the effects of a training-based program aimed at fostering knowledge sharing and reducing psychological barriers between age groups. Although the intervention did not yield statistically significant effects, the results reveal some meaningful trends consistent with the theoretical framework, offering valuable insights into the challenges of translating theory-driven models into organizational interventions. Overall, this dissertation contributes to the literature on knowledge management and work and organizational psychology by integrating measurement, theory testing, and intervention research. The findings provide theoretical implications for understanding intergenerational knowledge transfer as a psychologically grounded process and practical insights for designing evidence-based initiatives to support knowledge continuity and collaboration in public sector organizations.