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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