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Learning in the second half of the career: stimulating and prohibiting reasons for participation in formal learning activities

机译：在职业的后半段学习：刺激和禁止参加正式学习活动的原因

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Past research has shown that, as workers age, their participation in education and training declines, which is a problem in our fast changing society and economy. This study focuses on the stimulating and prohibiting reasons for participation in formal learning activities. It investigates whether employees in the second half of their career differ from their younger colleagues in terms of the reasons for participation in formal learning activities. 628 employees from the public health sector completed the questionnaire and after performing factor analysis, several ANOVA analyses were undertaken. Employees older and younger than 45 years of age and groups with varying levels of experience within their organisation (employees with more or less than 20 years service) were compared. Results showed that younger employees were more stimulated by their organisation’s steering than their older colleagues. However, younger employees were less keen than older employees to participate in formal learning due to the required investments of time, financial costs, distance and assignments. In comparing more and less experienced employees, it was found that employees with less experience were more stimulated by the organisational steering and wish to progress. More experienced employees were discouraged by dispositional barriers; for example, they felt that they had learned enough or could not learn any more and also dreaded the idea of ‘going back to school’. The differences found in this study support the statement that age and educational participation are not (or less) directly related than has been suggested. Rather, the differences between different age groups seem to be more related to differences in the personal or private lives of employees, while any differences between experienced and less experienced employees appeared to depend on job-related issues.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/02601370.2011.611905
机译：过去的研究表明，随着工人年龄的增长，他们参与教育和培训的人数下降，这在我们快速变化的社会和经济中是一个问题。这项研究的重点是刺激和禁止参加正式学习活动的原因。它调查了职业后半段的雇员在参加正式学习活动方面是否与年轻同事不同。 628名来自公共卫生部门的员工完成了调查表，并在进行了因素分析之后，进行了一些方差分析。比较了45岁以上及以下的员工以及组织内不同经验水平的团队（服务超过20年或少于20年的员工）。结果表明，年轻员工比老员工更能受到组织领导的刺激。但是，由于需要时间，财务成本，距离和任务的投入，年轻员工比正式员工不愿参加正式学习。在比较经验较少的员工时，发现经验较少的员工会受到组织领导和进步的刺激。部署障碍不鼓励经验丰富的员工参加；例如，他们觉得自己学到了足够的东西，或者再也学不到，并且对“重返校园”的想法感到恐惧。在这项研究中发现的差异支持这样一种说法，即年龄和受教育程度与建议的年龄没有（或更少）直接相关。相反，不同年龄组之间的差异似乎与员工个人或私人生活的差异更多相关，而经验丰富和经验不足的员工之间的任何差异似乎都取决于与工作相关的问题。查看全文下载全文相关的var addthis_config = {ui_cobrand：“ Taylor＆Francis Online”，servicescompact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”，发布：“ ra-4dff56cd6bb1830b”}；添加到候选列表链接永久链接http://dx.doi.org/10.1080/02601370.2011.611905

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