Resources to Increase Older Workers' Motivation and Intention to Learn

Autor/inn/en	Froehlich, Dominik E.; Raemdonck, Isabel; Beausaert, Simon
Titel	Resources to Increase Older Workers' Motivation and Intention to Learn
Quelle	In: Vocations and Learning, 16 (2023) 1, S.47-71 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Froehlich, Dominik E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-022-09304-9
Schlagwörter	Learning Motivation; Aging (Individuals); Older Adults; Labor Force; Technological Advancement; Intention; Employee Attitudes; Correlation; Personality Traits; Stereotypes; Professional Development; Supervisor Supervisee Relationship; Job Training; Learning Activities; Work Environment; Social Bias + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Aging; Altern; Älterer Erwachsener; Labour force; Arbeitskraft; Erwerbsbevölkerung; Technological development; Technologische Entwicklung; Arbeitnehmerinteresse; Korrelation; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Klischee; Berufsqualifizierender Bildungsgang; Lernaktivität; Arbeitsmilieu
Abstract	Two important and current trends in the domain of work are the aging workforce and the high and increasing requirement for work-related learning due to the rate of technological advancement and innovation. Together, they create a precarious situation, as many theories suggest a decline in motivation to learn as people age. This study investigates antecedents of motivation and intention to learn in older employees in the financial sector. Specifically, we research how learning motivation is affected by personal and job resources and how these translate into intentions to learn. Data was collected via a quantitative survey of 870 employees aged 50 or older. The data is analyzed by the means of structural equation modelling (SEM). The results show positive relationships between proactive personality and motivation (subjective task value and learning self-efficacy) and negative relationships between institutionalized negative age stereotypes and motivation. This, in turn, affects older employees' intention to learn. Finally, in contrast to supervisor support, organizational support for professional development raised utility value in the respondents. The findings suggest that organizations might want to recruit employees who are high in pro-active personality. Also, trainings may be fruitful to educate against the negative stereotypes that often associate old age with an inability to learn. Finally, supervisors and trainers should explain the utility and interest of the learning activities since it makes employees motivated to learn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01