Skill development in reverse mentoring: Motivational processes of mentors and learners

Building on Murphy's (2012) model of reverse mentoring, we examine the psychological processes that contribute to skill development in initiatives where knowledge is transferred from younger to older individuals. We employ a sample of younger mentors ( n = 457) and older learners ( n = 293) participating in a digital skills initiative to test parallel moderated mediation models. Our findings show extrinsic motivation plays a dominant role in the development of younger groups' mentoring skills, while older learners' digital skills development is primarily driven by intrinsic motivation. We also find positive affect and self‐efficacy can serve as personal resources in this context, but only for mentors. Taken together, our results suggest motivational processes in reverse mentoring unfold differently for the two groups involved in the exchange. Recommendations for human resource practice, including specific guidelines for developing intergenerational learning initiatives, are discussed.