Purpose The purpose of this paper is to highlight challenges and opportunities that surround the process of intergenerational learning and knowledge transfer. Several options in this regard have been discussed from the managerial and employee perspective. Design/methodology/approach The systems approach has been implemented to identify options of intergenerational learning and knowledge transfer that could be valuable when developing a strong individual and organizational body of knowledge with the purpose to avoid the “knowledge crash.” Findings A review and analysis regarding intergenerational diversity, especially in the light of information and communication technology and social media, has been proposed along with the discussion on possible intergenerational knowledge transfer practices and methods of developing learning agility in all generations though engaging in internal mobility and building communities of practice and learning. Research limitations/implications Conclusions and remarks provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners, especially mangers, have been identified regarding recommendations for implementing intergenerational knowledge transfer solutions which could benefit all stakeholders – not only younger and senior employees but also managers responsible for pursuing enterprise development based on continuous learning and knowledge sharing. Social implications Implementation of suggestions provided in the paper regarding intergenerational knowledge transfer and learning could result in significant benefits in terms of less intergenerational conflict and stress and greater organizational working cohesion as well as further advancements in organizational learning and knowledge management. Originality/value Challenges that surround the process of intergenerational learning and knowledge transfer have been identified along with options to manage this complicated and often delicate processes from the managerial and employee perspective.

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Team learning is one of Senge's (1990) learning organization disciplines that has attracted considerable interest in both academic research (interdisciplinary research) and practice (in terms of developing effective teams). Due to the rapid changes in the organizational internal and external environment, teams have become the most important organizational building block. Teamwork is studied both as a process and as an outcome with the purpose to identify the conditions that contribute to and lead to team effectiveness. Team learning is a process that contributes to and leads to effective teamwork. Team learning is particularly important for organizational learning and effectiveness because anything a team learns or achieves can be transferred to other units and eventually to the entire organization. It is well known that many organizational change projects start at the team level and are later transferred to the entire organization. Team learning can also contribute to the development of a learning organization, as it is the process by which team members, through their interactions and joint sense-making, explore and exploit new knowledge in "the process of aligning and developing the capacity of a team to create the results its members truly desire" (Senge, 1990, p. 236). Team learning is therefore a special kind of individual and organizational mastery that builds on personal mastery, requires continuous assessment of existing mental models, calls for a common vision and thrives on systems thinking. In this way, teams are organizational primary complex, adaptive, learning systems that influence organizational dynamics by creating their own dynamics and momentum for change. However, uncertain, dynamic and ambiguous situations have a particular impact on teamwork and team learning, and deserve a closer look at their dynamics. Therefore, they are particularly important for learning organizations, which prompted guest editors Teresa Rebelo, Paulo Renato Lourenço and Isabel Dordio Dimas to take a closer look at their dynamics in Special Issue (issue one) of volume 29 of The Learning Organization journal (Rebelo, Lourenço, & Dimas, 2022).More specifically, in this Special Issue, de Groot, Leendertse, and Arts (2022) addressed the problem of focused project team learning which has limited impact on organizational learning. The solution could lie in program management, which could promote learning and knowledge transfer from project teams to other organizational units and the parent organization as a whole. In this regard, a case study was conducted on project-based organization involved in five infrastructure programs. Marques-Quinteiro, Uitdewilligen, Costa, and Passos (2022) examined virtual teams and the role of team reflexivity on team performance in decision-making teams. Ryymin and Lamberg (2022) looked at This work is a part of the project "Development of management in the entrepreneurial economy and society" supported by the University of Rijeka, Croatia (Grant No. 18-44 1174).

Purpose The purpose of this paper is to highlight the challenges regarding learning in stakeholder relations in profit and nonprofit organizations. Design/methodology/approach Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions. Findings Organizational learning has been examined in profit and nonprofit organizations, and factors which stimulate this process have been identified. More precisely, factors contributing to organizational learning in board of directors have been critically examined, accreditation as a factor contributing to organizational learning in higher education institutions (HEIs) has been suggested, learning dynamics in university–industry collaborations and inter-professional learning have been examined, as well as organizational learning as a bottom-up approach supported by transformational leaderships. Research limitations/implications Conclusions and models provided in the paper need further empirical testing and validation. Practical implications Useful implications for practitioners in profit and nonprofit sector have been suggested based on the critical analysis of previous contributions regarding stimulation of organizational learning in stakeholder relations. Originality/value Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

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