Reverse Mentoring: Improving Technological Skills of Older Peers: A Moderated Mediation Approach

Reverse mentoring has been appeared as a significant area of research in the field of management and psychology. Grounded on reverse mentoring theory, we empirically explored the psychological processes that enhance skill development through a mechanism where knowledge is transmitted from youngers to senior individuals. To test the moderated mediation models, we select a sample of older learners (n = 345) and younger mentors (n = 310). Using a quasi-experimental research design, we collected the data from respondents at three different waves with a one-month gap between each interval. We found that extrinsic motivation is the primary driver of skills development in younger mentors, while intrinsic motivation plays a vital role in seeking technological skills among older learners. Moreover, individual personal factors like efficacy, positive affect, knowledge sharing, and trust can serve as personal resources. We concluded that organizations should strive to practice reverse mentoring initiatives to promote intergenerational knowledge transfer that simultaneously benefits youngers in improving mentoring skills and older to enhance tech-related skills. Implications for practice and theoretical contributions are also discussed.