Career-relevant learning and development, worker age, and beliefs about self-efficacy for development

Abstract

While employee continuous learning is increasing in importance and labor markets are tightening, the average age of workers is also increasing. But older workers may not participate in learning and development activities as much as younger workers. This paper explores an important and underrecognized factor that may contribute to this age effect: a decline in self-confidence (or self-efficacy) for career-relevant learning and skill development with age. The review explores various factors in an organizational setting which might lead to reduced self-confidence for learning, and subsequently, lower participation in learning/development activities. Suggestions for managing older workers and for research on this topic are offered.

Formal mentoring programs and organizational attraction

“…Self-efficacy beliefs develop based on one' s previous experiences and skills (Maurer, 2001). Perhaps our sample of participants, who were in the initial stage of their career, had yet to develop clear self-efficacy for development perceptions.…”

“…Individuals with high self-efficacy for development believe they are capable of developing and improving their skills (Maurer, 2001;Maurer et al, 2002). Notably, self-efficacy for development consistently has been related to intentions and participation in training and development activities (Maurer et al, 2002;Maurer & Tarulli, 1994;Noe & Wilk, 1993).…”

Importance of system and leadership in performance appraisal

“…Peterson & Peterson 2006) claim that performance appraisal is more beneficial for beginning teachers than for (successful) veteran teachers. Also, Maurer (2001) argues that older workers may perceive participating in developmental activities less beneficial than younger workers. In this regard, we hypothesize that:…”

The importance of context when applying social cognitive theory in organizations

“…Indeed, Maurer (2001) argued strongly that older workers were less likely to participate actively in developmental learning than younger colleagues, at least in part because of diminished self-efficacy for learning, in spite of the likely relevance of the learning for all age groups in the work force. This emphasizes the importance of taking account of the individual general context, aging, in organizations.…”