1. 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. Mulder University of Regensburg E-mail: birgit.luger@paedagogik.uni-regensburg.de regina.mulder@paedagogik.uni-regensburg.de

2. Background  Demographic development Individual ageing Population ageing Qualitative aspects of ageing 2

3. 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? 3

4. Theoretical framework: Older workers´ learning 4

5. Theoretical framework: Older workers´ learning What does older mean? 5

6. Theoretical framework: Older workers´ learning What does learning mean? 6

7. 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 7

8. Theoretical framework: What does older mean?  Depends on profession  Depends on examined variables  Depends on current position Biographical age 8

9. Theoretical framework: What does learning mean?  Subject of learning  Organization (Argyris & Schön, 1996)  Group (Akkerman et al., 2007)  Individual (Tikkanen et al., 2002) 9

10. Theoretical framework: What does learning mean?  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 10

11. Theoretical framework: What does learning mean?  Cognitive Perspective  Acquisition and improvement of knowledge  Memorization in scripts (Kolodner, 1983)  Activity Perspective  Action-reflection-action cycle (Kolb, 1984) 11

12. Theoretical framework: What does learning mean? 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. 12

13. 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 13

14. Method: Procedure of literature search  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). 14

15. Method: Procedure of literature search  Step 3: Analysis  Guiding questions 1. How does the study conceptualise “learning”? 2. Which factors influence learning of older workers? 15

16. 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 16

17. Summary of the findings  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 17

18. Summary of the findings  Influencing factors: Work organization (contextual factor) Attitude (individual factor) Supportive character of the workplace (organizational factor) 18

19. 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 19

20. 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 20

21. 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 21

22. University of Regensburg Institute for Educational Science Thank you for listening! E-mail: birgit.luger@paedagogik.uni-regensburg.de regina.mulder@paedagogik.uni-regensburg.de