LEADERSHIP DEVELOPMENT
framework provides a clear structure for making the collaboration work and ensuring that it is outcome- driven instead of process-driven. Such projects are also an opportunity to promote experiential learning and go beyond classroom theory, allowing students to question and experience, in real time, the nuances of leading across generations, as well as to further their understanding of how to build trust, resolve tension and harness diversity of experience to drive performance. In addition, the 3-A Model can assist institutional
frustrations and anxieties. For days 31-60, launch a pilot reverse-mentoring programme and a low-risk innovation fund for Gen Z-led micro-projects. Finally, for days 61-90, convene a shadow board to review one strategic initiative and publicise early wins. Success can subsequently be measured with both outcome and collaboration metrics: impact of decision-making or time-to-decision; adoption rates; internal promotions across cohorts; and satisfaction (employee net promoter scores) by generation. To scale these experiments, managers will need to create a lightweight governance forum that reviews pilots regularly, allocates micro-budgets and transfers successful practices across units. The forum should be cross-generational and accountable for measurable KPIs. This keeps innovation from staying local and ensures learning becomes institutional. Multigenerational business schools Fundamentally, leadership in a multigenerational workforce requires curiosity, humility and experimentation. Leaders should be asking what they can learn as often as they are considering what they can teach. In practical terms, this means modelling vulnerability, designing for multiple ways of working and institutionalising feedback loops. While the 3-A Model has clear relevance in corporate contexts, there is a compelling case for its application in academic institutions and business schools in particular. Faculty, administrators and students represent a broad age spectrum, with similar multigenerational dynamics within these categories. While each bring their own values and work habits to the table, they also have diverse expectations, making institutions ideal testing grounds for piloting cross‑generational collaboration models. At business school, a cross-generational pilot could form part of existing modules on leadership, organisational behaviour or people management, or as an elective on managing new workplaces. More specifically, Synergy Labs or Living Labs could be created where undergraduate students, MBA students, alumni, faculty and industry mentors come together to solve real-world challenges, with the 3-A Model at the initiative’s centre. In this, faculty contribute academic and strategic rigour, alumni offer real-world perspectives and students bring digital fluency and fresh curiosity, with each group acknowledging, adapting and aligning their styles to maximise the returns. Moreover, the
development. For example, senior faculty members might benefit from more digitally
adept junior faculty members, or even students, supplementing their teaching with technological tools. Students’ contributions could be extended by their participation in the design of inclusive academic policies or strategies to enhance student engagement. Experiences of this kind will help students graduate as emotionally intelligent leaders with the ability to lead in complex, multigenerational diverse workplaces. Applying the 3-A Model at multiple levels within academic institutions could help nurture an ecosystem in which the multigenerational workforce is not an obstacle but a strategic asset. Indeed, leaders who create harmonious systems between the ages, while also valuing experience, encouraging adaptation and amplifying youthful energy are the ones who will be best positioned to build the resilient, innovative organisations needed for the next decade. Schools should start today by running a cross-generational pilot, publicising its wins and sustaining curiosity.
Kakoli Sen is professor and chair at the Delhi campus of the Indian Institute of Management (IIM) Sambalpur. Previously, Sen was a visiting faculty member at Solbridge International Business School, South Korea. This article was co-authored by Jasvinder Kaur Rajput , Chrisil Samantha Lewis and Abhishek Rajaram Mali , working professionals and PGDM (EMBA) students at IIM Sambalpur
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Business Impact • ISSUE 6 • 2025
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