Working Life Changes and Training of Older Workers. Research Report.

VOX, Nedre Bakklandet 60, N-7014 Trondheim, Norway (225 Norwegian Kroner). Tel: 47-73 99 08 40; Fax: 47-73 99 08 50; e-mail: vox@vox.no; Web site: http://www.vox.no.

N

131

Action Research; Adult Education; Adult Learning; Age Differences; Case Studies; Competence; Educational Research; Employee Attitudes; Employer Attitudes; Employer Employee Relationship; Foreign Countries; Informal Education; Information Technology; Inplant Programs; Intergenerational Programs; Job Skills; Labor Force Development; Learning Motivation; Lifelong Learning; Off the Job Training; Older Adults; Older Workers; On the Job Training; Organizational Change; Outcomes of Education; Small Businesses; Vocational Evaluation; Work Environment

Finland; Norway; United Kingdom

978-82-7724-039-8

WORKTOW was a multidisciplinary action research project carried out in 27 small and medium-sized enterprises in the United Kingdom, Finland, and Norway. The main focus was on the learning of workers aged 45 and older. In-depth case studies were conducted in all three countries involving a range of learning interventions. Results showed age was not related to how stimulating workplaces were experienced as learning environments nor to subjective assessment of learning attitudes, skills, or motivation. The job competence of older workers was generally highly valued but not systematically monitored or recorded. Changes in working life and workplaces stimulated learning and reduced opportunities for it for all age groups. Introduction of information technology was the greatest learning challenge to older employees. In terms of human resources development, older employees participated in informal and nonformal training in the same way as younger workers, but to a lesser extent in formal training. Case studies showed successful work-based learning and training interventions involving older workers had the potential to improve learning motivation, strengthen self confidence and organizational commitment, and improve the social climate in groups with mixed ages. Conclusions indicated the need to acknowledge workplaces as learning environments; develop more systematic measures for broad-based job competence assessment; and implement an integrative, intergenerational approach to learning. (Contains 143 references.) (YLB)

2003

ED469708