Engagement in intergenerational learning harnesses potential across ages and learning styles, breaking down barriers to intergenerationally shared negative stereotypes while using skills of the older worker (Ropes, 2013). According to the principles of social learning theory, a person learns through observation of an informed other, whereby the behavior and information observed are codified, stored, reproduced and motivation increases, through reward (Russ-Elt, 2014 ). In an organization, this type of social learning mostly happens non-formally through mentoring, or formally, as in an apprenticeship, where a younger, inexperienced worker is paired with an older worker to engage the younger employee in a socialization process behavior, as well as the transfer of knowledge and skills (Ropes, 2013). This social construction of learning benefits the organization by developing organizational processes and knowledge sharing from older to younger workers, while also benefiting employees by breaking down negative stereotypes about older workers and improving social capital. Furthermore, Ropes (2013) suggests that a reverse transfer of knowledge also occurs from the younger to the older worker, whereby the older worker learns new knowledge and skills from the younger one, typically in the case of technology..