This paper presents a conceptual framework for understanding the role of intergenerational learning in the gaining of specific leadership competencies needed for effective guidance of projects aimed at developing sustainable innovations. The framework was developed through an integrative review of the literature (Torraco, 2005). Sustainable innovation is about creation processes in which technologies, institutions, directions of investment and the exploitation of resources are made consistent with present and future needs. Sustainable innovation is in itself technically complex in that it takes place in high-pressure markets with many unknown variables such as future needs and limited resources. Adding to the complexity are the multi-actor environments in which sustainable innovation processes are managed. One critical factor for assuring the success of sustainable innovation is the quality of leadership guiding the processes (Rosing, Frese, & Bausch, 2011). Organizations know this and use large amounts of resources for formal leadership training and development. However, studies show that the most effective leadership learning takes place during the natural interactions occurring within the complexity of the workplace itself (Antonacopoulou & Bento, 2004), and not in formal situations where complexity is deliberately minimalized in order to be easier taught (e Cunha, da Cunha, & Cabral-Cardoso, 2004). Despite these insights, leadership learning in the workplace often seems to occur more fortuitously than systematically. Stimulating learning between the generations might be one way for organizations to systematize leadership learning. We know that interaction between generations can occur naturally in most organizations and this can lead to learning (Henry, Zacher, & Desmette, 2015). Intergenerational learning is frequently organized by firms in order to promote learning or stem the loss of critical knowledge due to retirements. There is a large body of knowledge on this and the learning that takes place within the relationships (Burke, 1984; Ehrich, 2004). However, we found a gap in the literature about the role of intergenerational learning specifically in regards to leadership learning. Thus, the guiding question of the review was: “How does intergenerational learning contribute to the learning of leadership competencies in the context of sustainable innovation, especially in complex, multi-actor environments?” Alongside of contributing to theory on intergenerational and leadership learning, this framework provides insights that enable the design of learning programs addressing the leadership needs of organizations challenged by sustainability requirements and the management of sustainable innovation processes.

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