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Using self-determination theory among a sample of student employees, the present cross-sectional study ( N = 358) examines how mentors’ interpersonal behaviors relate to both motivation at work and motivation for a mentoring relationship and how these two contexts of motivation can differentially relate to mentees’ work outcomes. Results revealed that mentors’ need-supportive interpersonal behaviors were associated with greater autonomous motivation at work and in the mentoring relationship and, in turn, to greater well-being and work engagement, and to lower turnover intentions. In contrast, need-thwarting interpersonal behaviors were associated with greater controlled motivation at work and in the mentoring relationship and, in turn, to lower well-being and work engagement, and to greater turnover intentions. Overall, this study illustrates the impact of the mentor–mentee relationship on motivation for work and for the mentoring relationship and provided support for the contribution of both motivational contexts in the work-related outcomes of employees in the workplace.

Previous studies suggest that intergroup contact has a positive effect on older workers’ perception of ageism and satisfaction. This study aims at assessing such relationships amongst Canadian younger workers. Precisely, in light of the intergroup contact theory (ICT), it was first hypothesized that a positive perception of intergenerational workplace climate (IWC) and knowledge sharing practices (KSP) increase younger workers’ awareness of ageist behaviors targeting older peers. Second, it was hypothesized that such awareness has a positive effect on young workers’ level of satisfaction. Relying on a cross-sectional design composed of 612 participants, path analysis was conducted. Findings suggest that whereas KSP increases younger workers’ awareness of ageist behaviors towards older workers, this is not the case for IWC. On the other hand, both IWC and KSP have a direct and positive impact on younger workers’ level of satisfaction. Theoretical and practical implications of findings are discussed.

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<p>The need for digital literacy is apparent in today’s workplace, driven by strong pressures for constant technological innovation. Previous studies have shown that although older workers make up (and will make up) a great proportion of the workforce, there persists an age-based digital divide in the workplace; and the outcome of such divide is quite negative: at the individual level, older workers feel they’re being marginalized and as such, become dissatisfied and disengage from their workplace; at the organizational level, a pool of skills and expertise is lost as a result of the older worker’s disengagement, putting at risk effective knowledge transfer and mentoring process. Hence, the importance of a deeper understanding of the contextual factors that may feed the <strong>‘</strong>grey digital divide<strong>’ </strong>in the workplace. The goal of this paper is to address such factors moving beyond the ageist claim that a worker’s chronological age is the driving force behind the <strong>‘</strong>grey digital divide<strong>’</strong>.</p>