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CHAPTER 4
Individual and organisational predictors influencing ageing workersʼ employability 83

managers concerning companiesʼ human resource practices.
Wittpothʼs study confirms earlier findings that participation in learning and
development activities declines as age increases. Since participation in HRD
activities is an important means to improve employeesʼ capability to learn
(Heckman, 2000) and their employability (Van der Heijden et al., 2009), steps
have to be taken to stimulate older workers to reengage in a process of
continuous learning and development to avoid negative consequences for
employees and the organisation alike. To achieve this, companies have to
become aware of older workersʼ learning preferences. Implementing training
and development practices targeting older workers, tailored to their needs, as
well as providing interesting and challenging job assignments are important
for development of older workers (Armstrong-Stassen and Ursel, 2009).
Although exceptions exist (Wognum et al., 2006), it can be stated that older
workers generally need other learning activities than merely formal ones (see
also Lange, 2010). According to Rhebergen and Wognum (1997), activities
such as learning by doing, learning on the job, and individual coaching are far
more relevant for older employeesʼ career development than more formal
HRD activities. Investments in age-appropriate HRD activities that integrate
learning into the workplace are thus important. Yet another reason to do so is
that the conditions that promote learning at work are also instrumental in
reducing stress and promoting healthier working conditions (Karasek and
Theorell, 1990; cited in Ellström, 2001). This is confirmed by the finding of
Wittpoth that employees that learned a new task or function scored higher on
the employability dimension of balance.
Based on Wittpothʼs study, it can be concluded that the size or formality of
the HRD portfolio did not have an impact on employability dimensions, and
no differences between age groups were found. This could partly be caused
by respondentsʼ characteristics or by their job level. Another factor that makes
a leniency effect likely is participantsʼ apparent fear of negative consequences.
Although anonymity of the responses was stressed numerous times to reduce
this bias, about 6% of respondents removed the tracking code put on the
survey to identify the age of the supervisor. All these employees belonged to
the group of older employees. Possible explanations can either be a general
tendency of older workers to mistrust any form of change or fear to be made
redundant. Perhaps, employeesʼ fear of negative consequences was also
influenced by the fact that the questionnaires were handed out by their
supervisors.
Some methodological weaknesses of both studies have to be discussed.
Ability to learn, for instance, is measured as additional education in number