PurposeAims to address the myths and age‐related barriers that currently deter employers from training workers of different ages.Design/methodology/approachThis study is the culmination of four strands of research activity: qualitative interviews with a range of national experts to inform the context for the research and the key issues to be explored. The interviews also helped to identify the training channels available to employers and their workers. Review of the current policy and academic literatures. Secondary data analysis of the Labour Force Survey, 2004 and National Adult Learning Survey, 2002. Also includes LSC data from the Employer Training Pilots and Modern Apprenticeships. Case studies of five organisations which demonstrate good practice in training a mixed‐age workforce. Throughout the study, references to “older workers” mean people aged over 50.FindingsThere is a clear association between age and the amount of training offered to and received by workers. Employees aged over 55 were less likely than other workers to participate in training, or to have been offered it. Older employees were also less likely than younger or mid‐life workers to take up any opportunities for training that were made available. Furthermore, older workers were more likely only to have received on‐the‐job training.Originality/valueProvides the evidence and practical guidance on the variety of training support channels and on age‐diverse training practices.

Recent events in UK Higher Education have caused university schools to look toward alternative means of enhancing and monitoring the quality of the service they provide. One approach utilises networked learning and teaching resources, in particular intranets. Two Schools at the University of Brighton commenced independent implementation of intranets at similar times. The subjects of the case studies are the School of Pharmacy and Biomolecular Sciences Intranet (SPI) and the Business School Intranet (BSI). This paper describes the two alternative strategies for intranet implementation, demonstrates the differing degrees of staff and student utilisation of these learning and teaching assets, identifies barriers to success within each and proposes solutions to address them. The paper proposes a unified strategy for effective intranet implementation and suggests measures to manage organisational resistance to change.

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