Working and ageing - Cedefop - Europa

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80 Working and ageing Guidance and counselling for mature learners significant differences were found between employees with HRD portfolios of low, medium and high formality, and any of the employability dimensions. It was also supposed that employees with a larger HRD portfolio perceived themselves as significantly more employable than employees with a smaller one. On average, employees participated in 2.57 activities (SD=1.49). HRD portfolios that comprised three or more activities were classified as large while HRD portfolios with two or less were defined as small. Based on this classification, 82 employees (63%) belonged to the group with small HRD portfolios and 48 employees belonged to the group with a large HRD portfolio. Univariate analyses showed no significant differences between employees with large or small HRD portfolios with regard to any employability dimensions. Age as a moderating variable It was further hypothesised that the HRD portfolio of older workers with younger supervisors was significantly smaller and less formal than the HRD portfolio of older workers with same-aged supervisors. The group of older employees with a younger supervisor constituted 3.1% of the whole sample. The group of older employees with older supervisors was 35.4%. Of the remaining group of respondents, 12.3% could not be categorised as a dyad since they had removed the tracking code needed to determine the age of the supervisor and/or had failed to indicate their own age, 3.8% were younger employees with a young supervisor, and 45.4% were younger employees with older supervisors. However, no differences were found between the dyads. Also no significant differences concerning the formality of HRD portfolios were found between any of the groups. A Bonferroni pairwise comparison showed that there is no significant difference in formality between older workers with older and younger employees. 4.6. Conclusion and discussion Findings of the two studies point to the importance of various factors which affect employability of ageing workers. These could help companies to develop and implement relevant strategies. Based on Breukersʼ findings, it can be concluded that focusing on measures to improve older workersʼ motivation and ability to learn would be an important step towards a higher employable workforce. Regarding organisational factors, we, unexpectedly, found that job rotation without salary increase appears to be negatively related to one dimension of employability, personal flexibility. This could be because
CHAPTER 4 Individual and organisational predictors influencing ageing workersʼ employability 81 respondents that are rotated are not flexible. However, above average mean scores for the employability dimensions were also found. This signals that employees in the studied companies perceived themselves as employable. The unexpected result regarding job rotation might as well be caused by imposed job rotation, due to reorganisation in the studied company. In cases of job rotation, employees must understand the value of it, while the tasks to be performed should have sufficient potential for learning. The latter is an important condition for integrating learning and work (Ellström, 2001), which especially holds for older workers who prefer to learn and develop by means of new tasks and projects (Horstink, 2008). Learning potential of tasks can be improved by increasing task complexity, variety and control. To do so, organisations are advised to consider introducing systematic job rotation programmes (Rump, 2008), or other forms of job enrichment or enlargement. However, work-based learning should not be considered an automatic process that can be triggered by arranging a workplace that offers good objective working conditions with high potential for learning; employees also require the capacity to identify and capitalise on existing opportunities to learn (Ellström, 1994; Frese and Zapf, 1994; Hackmann, 1969, cited in Ellström, 2001). Among these ʻsubjectiveʼ factors self-efficacy and motivation play an important role. With regard to low self-efficacy, organisations should take precautions to ensure that older employees especially succeed in training and courses (Colquitt et al., 2000). This goal can be achieved by taking care that employees have the prerequisite knowledge and skills necessary to succeed by means of preparatory resources and/or to build training tasks from simple to complex to help build confidence and minimise early failure (Sterns and Doverspike, 1989). Since self-efficacy can also be improved by observing others, similar to oneself, successfully engaging in learning and development experiences, successful older learners should be made visible and their success stories should be communicated. Also, materials for training and development that depict individuals ʻmodellingʼ correct behaviour should include older ʻmodelsʼ next to younger ones (Maurer, 2001). In addition, employeesʼ self-efficacy can be improved by direct persuasion, for instance in carefully designed career guidance and development activities. Therefore, support and encouragement to participate in learning and development activities should be provided to all employees by supervisors and the organisation as a whole. To do so, a learning climate should be created in which older employees feel appreciated. Breukers found that people who experience a better learning climate scored higher on employability dimensions, anticipation and optimisation and corporate sense, namely they
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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28 Working and ageing Guidance and
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CHAPTER 7 Learning, work and later
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are now better than ever before, es
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CHAPTER 10 Career development in la
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life, much will change. Cate and Jo
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CHAPTER 11 Maintaining senior emplo
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CHAPTER 13 A Swedish programme for
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CHAPTER 14 Realising the potential
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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