Page 247 - Discrimination at Work The Psychological and Organizational Bases
P. 247
215
9. AGE DISCRIMINATION
note that self-paced learning, allowing plenty of time, having plenty of help
available, and reducing stress associated with training will all enhance the
learning of older employees in a training and development context. A
recent meta-analysis supports these contentions, showing training perfor
mance was particularly enhanced for older learners when self-pacing was
used (Scully, Kiker, & Cross, in press).
Another training issue for older workers is stereotypes regarding both
their motivation and ability to learn. Prior research on stereotypes of older
workers suggests that they are viewed as having low potential for develop
ment (Rosen and Jerdee, 1976a), as having less ability to understand new
ideas than younger workers (Perry & Varney, 1978), and as less interested
in keeping up with technological change (Rosen & Jerdee, 1976b). Further
more, Avolio and Waldman (1989) found that technical skills were rated as
less important for older job incumbents, and Dedrick and Dobbins (1991)
found that managers were more likely to recommend job simplification for
poorly performing older subordinates and training for poorly performing
younger subordinates.
Although negative age stereotypes pertaining to training and learning
abound, Sara Rix, senior policy advisor at the AARP Public Policy In
stitute notes "Research shows that the ability to learn continues well into
older age, and older workers can and do learn new technologies" (Wellner,
p. 31, March 2002). Nonetheless, McCann and Giles (2001) point out that
the technology lawsuits are on the rise. They say, "given widely held per
ceptions that older workers struggle with new technology, it comes as no
surprise that the courts are beginning to hear increasing numbers of 'new
technology' age discrimination cases. For example, in Ryther v. KARE
(1997), a supervisor told his 53-year-old sportscaster that he 'had bags
under his eyes,' was 'an old fart,' 'wasn't able to grasp the new computer
system and 'couldn't handle the new technology'" (p. 183).
Whereas evidence as to whether older trainees lack motivation and abil
ity to learn relative to their younger counterparts has been mixed (Salt
house & Maurer, 1996; Warr & Bruce, 1995), evidence regarding age-related
differences in training opportunities is quite consistent. The Department
of Labor found that 55- to 60-year-olds were much less likely to receive
training than 35- to 44-year-olds (cited in Maurer & Rafuse, 2001). Fur
ther, Heywood, Ho, and Wei (1999) found a greater willingness among
firms to invest in training for younger workers. Other studies suggest that
older workers receive fewer training and development experiences than do
younger workers, particularly when they are older than their workgroup
(Cleveland & Shore, 1992) or manager (Shore et al., 2003). To the extent that
training and development affect subsequent pay and promotion decisions,
organizations would be wise to make these opportunities available to both
