1. Training older employees: are they really so different? Veronique Warmoes – Shari De Baets - Prof. Dr. Herman van den Broeck – Prof. Dr. Ans de Vos – Veroniek de Schamphelaere –

2. © Vlerick Leuven Gent Management School Project Research questions Literature Data collection: Focus groups Expert interviews Results 2 |

3. © Vlerick Leuven Gent Management School Research questions Regarding education, what are the specific needs for older employees? Which are the suitable educational practices? Which guidelines can we provide for trainers who educate older learners? 3 |

4. © Vlerick Leuven Gent Management School | 00-00-0000 |Sample presentation 4 | “My motivation for taking part in training?” “Staying up to date, being with the times, and keeping young! - participant focus group white collar workers

5. Literature

6. © Vlerick Leuven Gent Management School 1. Literature Employment rate in Belgium of the older workforce: 35,3% 19,2% below the European average Employment rate in Sweden of the older workforce: 70,1% in part explained by the well-established lifelong learning approach in the country (Rix, 2005) 6 |

7. Data collection

8. © Vlerick Leuven Gent Management School 2. Data collection: qualitative approach Focusgroups (Morgan, 1998; Bloor, 2001) Card with different topics All participants 45 years or older According to language and position Expert interview Semi-structured interview Experiences / past successes 8 |

9. © Vlerick Leuven Gent Management School 2. Data collection: cards 9 | Differences between 45 + and younger Needs and expectations Didactical approach Motivation and aggravations Follow – up & knowledge sharing Do you think that a training for older employees requires a different approach than for younger colleagues? What topics do you like to learn about? What topics are you obligated to follow? What kind of didactical materials do you prefer? Do you prefer a training inside or outside of the organisation? What aggravates you in trainings? What motivates you for participating in trainings? How do you pass on the newly acquired knowledge or skills to your colleagues? How does your company encourage trainings for older employees?

10. Results

11. © Vlerick Leuven Gent Management School Differences between 45+ and younger Experience Recognized Integrated in training ICT Insecure But open to it (at an adapted pace) Preference for mixed groups Learning experience with new examples Condition: trainer gives individual attention Age-split: stigma! There are other factors than age 11 | Differences between 45+ and younger

12. © Vlerick Leuven Gent Management School 12 | Age is just one factor amongst many.. It’s risky to ‘blame’ age for everything. Is it a good thing to keep stressing age- related differences?

13. © Vlerick Leuven Gent Management School Needs and expectations Physical needs limited Cognitive needs Noticeable difference with younger people Fatigue Appreciative of a slower pace Expectations Infrastructure Capable trainer 13 | Needs and expectations

14. © Vlerick Leuven Gent Management School Didactical approach Very general principles Hands-on concise Step by step Experience learning Powerpoint as an aid, not for reading out loud Capable trainer Reference work 14 | Didactical approach

15. © Vlerick Leuven Gent Management School Motivations and aggravations Motivations Intrinsic Managers: ‘Experienced employees are less motivated; they think they’re already all-knowing and capable,’ Social contact Staying up to date Job security (blue collar workers) Aggravations Unsuitable pace Inadequate trainer Obligated trainings Inadequate content Traffic and long distances 15 | Motivations and aggravations

16. © Vlerick Leuven Gent Management School Motivations and aggravations Insecurities: Having insufficient knowledge Not being able to follow the pace Asking questions Role-play New technology 16 | Motivations and aggravations

17. © Vlerick Leuven Gent Management School Follow-up and knowledge sharing Knowledge sharing is appreciated Formal ánd informal Not too extensive Depends on employer and sector Fear for endangering own position in case of knowledge sharing (blue collar and white collar workers) 17 | Follow-up and knowledge sharing

18. © Vlerick Leuven Gent Management School Analysis Internal factors Experience Anxiety and insecurity Motivation External factors Didactical approach Trainer requirements 1818 |

19. © Vlerick Leuven Gent Management School Recommendations for trainers Communication and training should be well-structured and transparant To help with insecurites and anxiety Explain the reasoning behind theory, emphasize practical relevance To help with insecurities and anxiety Experiential learning To recognize their experience Adequate communication and encouragement by managers and peers To increase their already-present intrinsic motivation 1919 |

20. © Vlerick Leuven Gent Management School Future research Does -45 prefer heterogenous groups too? What actions can the government take? Policies Allowances.. What actions can the companies take? Educational Policies Encouring trainings for older workers.. 20 |

21. © Vlerick Leuven Gent Management School Acknowledgements We are grateful to the Federal government, for their financial support to execute this research project. 21 |