Of utmost importance regarding generational phenomena is the ‘brain drain’ that occurs as younger generations are placed into decision-making roles with limited practice in activities necessary to be successful. As older generations are beginning to leave in large numbers (Newport, 2015), the transfer of tacit and experiential knowledge between more experienced and less experienced workers must occur so organizations may continue to function. Specifically, it is imperative that the transfer and management of organizational knowledge (e.g. appropriate organizational behaviors and acceptable decision making competencies) is designed to meet the needs of both the organization and the multiple generations populating the workplace. The purpose of this paper is to conceptually explore learning given the context of the multigenerational workforce. Little research explores multiple generations and learning simultaneously. Our conceptual research is unique because it explores learning in organizations while keeping the context of intergenerational phenomena as its focus. We present a brief conceptual overview of three knowledge management issues related to generations in the workplace: (1) general knowledge management considerations; (2) generational perspectives on training and learning initiatives; and (3) generational perceptions of low-stakes development initiatives such as mentoring and volunteering. We then conclude with recommendations for research and practice. Intergenerational Knowledge Management Issues We define knowledge management as the transference of specific task-related skills and the transference of tacit and experiential knowledge including appropriate organizational behaviors and holistic decision-making skills (i.e. considerations of culture, organizational politics, and acceptable leadership styles). The transfer of tacit knowledge is important to organizational survival as older generations detach from leadership positions and younger generations assume these roles.