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Abstract Companies in the United Arab Emirates (UAE) need to understand generational differences in teaching-learning preferences so that vital job skills held by older employees are transferred successfully to younger workers. Hence, this study compared the preferred teaching-learning methods for technical skills between generations and identified the main barriers to knowledge transfer experienced in the UAE work context. Interviews were conducted with 85 supervisors and 91 supervisees from three generations (Boomers, Generations X and Y), comprising Emiratis and UAE expatriates. It found that on the job training and one-on-one coaching with a mentor were younger supervisees' most preferred methods for learning technical work skills that corresponded to teaching methods used most often by older supervisors. However, assessment/testing and feedback was a less preferred learning method yet experienced more at work by supervisees. While individual and organizational structure barriers were experienced in knowledge transfer processes, the former was predominant. Older supervisors attributed difficulties in transferring knowledge to supervisees' lack of motivation to learn and poor communication skills while main barriers experienced by younger supervisees were supervisors' sense of job insecurity and poor communication skills. The results highlighted difficulties in cross-generational knowledge transfer processes that stem from preferences in teaching-learning methods and individual factors. These findings could guide organizations in designing knowledge transfer mechanisms that ensure both employees and knowledge are used to their fullest potential.
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