University of Regensburg Institute for Educational Science Older workers´ workplace learning – Toward the construction of a theoretical framework on basis

University of Regensburg Institute for

Educational Science

Older workers´ workplace learning – Toward the construction of a theoretical framework on basis of a

literature search

Birgit Luger and Regina H. MulderUniversity of Regensburg

E-mail: [email protected] [email protected]

Background

Demographic development• Individual ageing• Population ageing• Qualitative aspects of ageing

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Research agenda

Are there any differences in learning between older and younger workers? How do older workers learn?

Research question of this study:

How is older workers workplace learning conceptualized in existing publications?

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Theoretical framework:

Older workers´ learning

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What does older mean?

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What does learning mean?

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Theoretical framework: What does older mean?

Biological age Psychological age Sociocultural age Chronological age

OECD: Employees in their second half of working life, who have not yet reached retirement and who are still employable

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Theoretical framework: What does older mean?

Depends on profession Depends on examined variables Depends on current position

Biographical age

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Theoretical framework: What does learning mean?

Subject of learning Organization (Argyris & Schön, 1996) Group (Akkerman et al., 2007) Individual (Tikkanen et al., 2002)

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Learning as process (Eraut, 2004; Billett, 2004) Experiential learning (Kolb, 1984; Gruber, 1999) Workplace learning (Billett, 2004; Billett & Woerkom, van, 2006;

Felstead et al., 2005) Metaphors of learning (Sfard, 1998)

Two Perspectives:

1) Cognitive Perspective

2) Activity Perspective

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Cognitive Perspective Acquisition and improvement of knowledge Memorization in scripts (Kolodner, 1983)

Activity Perspective Action-reflection-action cycle (Kolb, 1984)

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a. Learning is seen as a process which contains cognitive and activity oriented elements.

b. Learning contains the dimension of acquiring knowledge and the dimension of participation whereby knowledge is constructed either individually during work or collectively in social interaction.

c. Cognitive and physical learning activities both can be part of the learning process.

d. Learning at the workplace depends on the context.

e. Therefore determinants can be defined on individual level, characteristics of the workplace and the organization.

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Method: Procedure of literature search

Literature search on older workers´ workplace learning Aim: To find theoretical and/or empirical studies which

conceptualized older workers´ workplace learning Databases: ERIC, FIS-Bildung, PSYNDEXplus

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Step 1: Search Keywords: (1) older workers, ageing workforce, ageing workers, (2) learning,

lifelong learning and (3) work, workplace

Step 2: Criteria Empirical research or the development of a theoretical framework Working people at the age of 40 and older“learning through the workplace”, “learning at the workplace” or “learning for the

workplace” Factors that influence older workers´ learning

(1) = Fuller & Unwin (2005);

(2) = Tikkanen, Lahn, Withnall, Ward & Lyng (2002);

(3) = Paloniemi (2006);

(4) = Delahaye & Ehrich (2006).

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Step 3: Analysis

Guiding questions 1. How does the study conceptualise “learning”?

2. Which factors influence learning of older workers?

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Summary of the findings

Focus of the studies:• Lifelong learning• Meanings and attitudes of older workers toward learning• Determinants like organizational change, professional experience

Empirical approaches:• (Semi-structured) Interviews• Questionnaire• Learning logs• Observations

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Outcomes of the studies:• Preference for on the job and practice-based learning• Preference for learning from colleagues• Participation rate in formal training decreases with increasing age• Formal training is preferred for making career• Increasing experience and practice-based knowledge were seen as positive factor• Organizational change influences learning

Definitions of learning:• Learning as participation• Lasting change in behavior• Development of competence• Learning as process

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Influencing factors:• Work organization (contextual factor)• Attitude (individual factor)• Supportive character of the workplace (organizational factor)

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Conclusion

Lack of a clear definition of learning No consistent terminology Research on older workers´ often a by-product

Need for the development of a theoretical framework

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Implications for the development of a theoretical framework

For the development the following aspects must be taken into account...

... the biographical perspective of age

... a clear definition of learning with following components• Learning as process• Distinction between cognitive learning activities and physical learning activities• Distinction between individual and collective learning• Distinction between individual and contextual determinants of learning

… combination of• Affordances of older people• Workplace conditions

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Future research

Development of a theoretical framework

Empirical Studies to answer the following research questions• Do age groups differ in learning?

• How do older workers learn?

Learning logs to measure cognitive and physical activities Interviews to give insight in older workers reflection on learning Quantitative study to test the framework as whole

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University of Regensburg Institute for

Educational Science

Thank you for listening!

E-mail: [email protected] [email protected]

Documents

University of Regensburg Institute for Educational Science Older workers´ workplace learning – Toward the construction of a theoretical framework on basis