This doctoral thesis examines intergenerational knowledge, its antecedents as well as how participation in intergenerational knowledge transfer is related to the performance evaluation of employees. To answer these questions, this doctoral thesis builds on a literature review and quantitative research methods. A systematic literature study shows that empirical evidence on intergenerational knowledge transfer is limited. Building on prior literature, effects of various antecedents at the interpersonal and organizational level regarding their effects on intergenerational and intragenerational knowledge transfer are postulated. By questioning 444 trainees and trainers, this doctoral thesis also demonstrates that interpersonal antecedents impact how trainees participate in intergenerational knowledge transfer with their trainers. Thereby, the results of this study provide support that interpersonal antecedents are relevant for intergenerational knowledge transfer, yet, also emphasize the implications attached to the assigned roles in knowledge transfer (i.e., whether one is a trainee or trainer). Moreover, the results of an experimental vignette study reveal that participation in intergenerational knowledge transfer is linked to the performance evaluation of employees, yet, is susceptible to whether the employee is sharing or seeking knowledge. Overall, this doctoral thesis provides insights into this topic by covering a multitude of antecedents of intergenerational knowledge transfer, as well as how participation in intergenerational knowledge transfer may be associated with the performance evaluation of employees.