(In)validating Stereotypes About Older Workers Influences Their Intentions to Retire Early and to Learn and Develop

Gaillard, Mathieu; Desmette, Donatienne

doi:10.1080/01973530903435763

Cited by 79 publications

(55 citation statements)

References 47 publications

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“…Half of the studies (n = 8) focused on the intention to participate in formal learning activities in the (near) future (Bates, 2001;Elman & O'Rand, 2002;Greenhalgh & Mavrotas, 1994;Kyndt et al, 2011;Noe, 1996;Renkema, 2006;Sanders et al, 2011;Zoogah, 2010). The other half (n = 8) questioned whether employees were intending to undertake employee development activities without differentiating between formal and informal activities (Armstrong-Stassen & Schlosser, 2008;Doornbos, Bolhuis, & Denessen, 2004;Gaillard & Desmette, 2010;Hurtz & Williams, 2009;Maurer et al, 2003;Maurer & Tarulli, 1994;Pierce & Maurer, 2009;Renkema et al, 2009). In general, it can be noticed that these studies investigated a lot of different antecedents; as a consequence several antecedents were included in only a single study.…”

Section: Antecedents Of Employees' Learning Intentionsmentioning

confidence: 99%

Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

210

280

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Involvement in work-related learning seems to be more complex than a simple supply-demand fit. An interplay of several factors can influence this involvement at different stages of the decision-making process of the employee. The aim of this systematic review is to examine which antecedents of work-related learning have been identified in previous research. In total, 56 studies met the criteria for inclusion. In the current study, we describe how work-related learning was measured and what the empirically observed relationship is between learning intention and actual participation in workrelated learning. The results show a positive relationship between intention and participation. A learning intention is most related to the attitude, subjective norms, self-efficacy, and career-related variables of the employee. Important predictors of actual participation in work-related learning are firm size, initial level of education and self-efficacy of the employee, support by managers, and opportunities within the organization.

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Section: Antecedents Of Employees' Learning Intentionsmentioning

confidence: 99%

Antecedents of Employees’ Involvement in Work-Related Learning

Kyndt

Baert

2013

Review of Educational Research

210

280

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“…Literature evidence that age management interventions could reduce negative attitudes and beliefs toward older workers (Walker 1999). In this regards, only one of the researches exposed an intervention study, but results emphasized the advantage resources of psychological interventions (Gringart et al 2008;Gaillard and Desmette 2010).…”

Section: Resultsmentioning

confidence: 99%

“…Negative Impact on Older Workers' Outcomes Results evidenced that variables as intention to retire, willingness to train, work engagement and orientation to promotion could be affected by age stereotypes (Boone James et al 2013;Bowen and Staudinger 2012;Gaillard and Desmette 2010). In particular, it was discussed that different information on older workers' capacity brings to different behaviors; indeed, the research tested the influence of different age-related stereotypic information on older workers and it was revealed that a more positive stereotypic information support job motivation.…”

Section: Main Issues and Variables Associated With Age Stereotypesmentioning

confidence: 99%

“…In an organizational context, age should not be a criteria by reference to which a worker is categorized, indeed he/she could perceive age stereotypes and age discrimination (Claes and Heymans 2008). Age stereotypes in the workplace can be both positive and negative and they are associated with some personal and organizational indicators, as most common: health (Palacios et al 2009), employability (Gordon and Arvey 2004), age discrimination (Finkelstein et al 2013), and intention to retire (Gaillard and Desmette 2010).…”

Section: Age Stereotypes and Older Workersmentioning

confidence: 99%

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When Age Stereotypes are Employment Barriers: a Conceptual Analysis and a Literature Review on Older Workers Stereotypes

Dordoni

Argentero

2015

Ageing Int

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Literature has shown that age stereotypes are contextual barriers for workers' occupational wellbeing. The current paper provides a conceptual analysis and a systematic review of research literature on age stereotypes toward older workers and it highlights how age stereotypes represent possible employment barriers into the ongoing aging workforce. Using a systematic review methodology, 18 publications were identified (published in English language since 2000 to 2014 in relevant peerreviewed journals). The main findings of selected empirical studies indicated that: a) there is the need to focus HR management policies on older workers; b) age stereotypes toward older workers are multidimensional and there is the simultaneous existence of both positive and negative stereotypical beliefs; c) managers' age stereotypes can affect several organizational outcomes. Self-categorization theory and intergroup bias are recommended as promising theoretical approaches for studying age stereotypes toward older workers and their cognitive identification with the age group.

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“…A subtle reminder of the possibility of age-based cognitive decline is enough to significantly undermine older adults' memory on a task, for which they would ordinarily not experience such decline (Hess & Hinson, 2006). The power of stereotype threat is such that older workers are sometimes motivated to retire earlier than they would otherwise (Gaillard & Desmette, 2010;Whitbourne & Sneed, 2004). Age-related stereotype threat cues are present even at the hiring stage, such as job ads that emphasize a youth-oriented ''willingness to learn'' or ''high ambition'' (Kulik, 2014).…”

Section: Changing Older Worker Mindsetsmentioning

confidence: 99%