Hostname: page-component-69cd664f8f-fq6ln Total loading time: 0 Render date: 2025-03-12T09:33:43.975Z Has data issue: false hasContentIssue false
  • English
  • Français

Ageism in disguise: How lifelong learning demands may marginalize older workers

Published online by Cambridge University Press:  07 March 2025

Yannick Griep ,
Wieke M. Knol  and
Hannes Zacher Open the ORCID record for Hannes Zacher [Opens in a new window]
Yannick Griep*
Affiliation:
Samergo, Rotterdam, The Netherlands School of Industrial Psychology and Human Resource Management, North-West University, Potchefstroom, South Africa
Wieke M. Knol
Affiliation:
Samergo, Rotterdam, The Netherlands
Hannes Zacher
Affiliation:
Wilhelm Wundt Institute of Psychology, Leipzig University, Leipzig, Germany
*
Corresponding author: Yannick Griep; Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 18 , Issue 1 , March 2025 , pp. 123 - 127
Copyright
© The Author(s), 2025. Published by Cambridge University Press on behalf of Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ackerman, P. L., & Kanfer, R. (2020). Work in the 21st century: New directions for aging and adult development. American Psychologist, 75(4), 486–498. https://doi.org/10.1037/amp0000615 CrossRefGoogle ScholarPubMed
Beier, M. E., & Ackerman, P. L. (2005). Age, ability, and the role of prior knowledge on the acquisition of new domain knowledge: Promising results in a real-world learning environment. Psychology and Aging, 20 (2), 341–355. https://doi.org/10.1037/0882-7974.20.2.341 CrossRefGoogle Scholar
Beier, M. E., Saxena, M., Kraiger, K., Costanza, D. P., Rudolph, C. W., Cadiz, D. M., Petery, G. A., & Fisher, G. G. (2025). Select workplace learning and the future of work Workplace learning and the future of work. Industrial and Organizational Psychology, First Online, https://doi.org/10.1017/iop.2024.57 CrossRefGoogle Scholar
Cattell, R. B., & Horn, J. L. (1978). A check on the theory of fluid and crystallized intelligence with description of new subtest designs. Journal of Educational Measurement, 15 (3), 139–164. https://doi.org/10.1111/j.1745-3984.1978.tb00065.x CrossRefGoogle Scholar
Crick, R. D., Haigney, D., Huang, S., Coburn, T., & Goldspink, C. (2013). Learning power in the workplace: The effective lifelong learning inventory and its reliability and validity and implications for learning and development. International Journal of Human Resource Management, 24 (11), 2255–2272. https://doi.org/10.1080/09585192.2012.725075 CrossRefGoogle Scholar
Findsen, B., & Formosa, M. (2012). Lifelong learning in later life, vol. 7. Springer Science & Business Media.Google Scholar
Friemel, T. N. (2016). The digital divide has grown old: Determinants of a digital divide among seniors. New Media & Society, 18 (2), 313–331. https://doi.org/10.1177/1461444814538648 CrossRefGoogle Scholar
Gerpott, F. H., Lehmann-Willenbrock, N., & Voelpel, S. C. (2017). A phase model of intergenerational learning in organizations. Academy of Management Learning & Education, 16 (2), 193–216. https://doi.org/10.5465/amle.2015.0185 CrossRefGoogle Scholar
Leroy, H., Buengeler, C., Veestraeten, M., Shemla, M., & Hoever, I. J. (2022). Fostering team creativity through team-focused inclusion: The role of leader harvesting the benefits of diversity and cultivating value-in-diversity beliefs. Group & Organization Management, 47 (4), 798–839. https://doi.org/10.1177/10596011211009683 CrossRefGoogle Scholar
Maurer, T. J. (2001). Career-relevant learning and development, worker age, and beliefs about self-efficacy for development. Journal of Management, 27 (2), 123–140. https://doi.org/10.1016/S0149-2063(00)00092-1 CrossRefGoogle Scholar
Maurer, T. J., Barbeite, F. G., Weiss, E. M., & Lippstreu, M. (2008). New measures of stereotypical beliefs about older workers’ ability and desire for development: Exploration among employees age 40 and over. Journal of Managerial Psychology, 23 (4), 395–418. https://doi.org/10.1108/02683940810869024 CrossRefGoogle Scholar
Maurer, T. J., & Rafuse, N. E. (2001). Learning, not litigating: Managing employee development and avoiding claims of age discrimination. Academy of Management Perspectives, 15 (4), 110–121. https://doi.org/10.5465/ame.2001.5898395 CrossRefGoogle Scholar
Randel, A. E. (2023). Inclusion in the workplace: A review and research agenda. Group & Organization Management, 10596011231175578, https://doi.org/10.1177/10596011231175578 Google Scholar
Ravid, D. M., Costanza, D. P., & Romero, M. R. (2024). Generational differences at work? A meta-analysis and qualitative investigation. Journal of Organizational Behavior, 46 (1), 43–65. https://doi.org/10.1002/job.2827 CrossRefGoogle Scholar
Ropes, D. (2013). Intergenerational learning in organizations. European Journal of Training and Development, 37 (8), 713–727. https://doi.org/10.1108/EJTD-11-2012-0081 CrossRefGoogle Scholar
Salthouse, T. A. (2010). Major issues in cognitive aging. Oxford University Press.Google Scholar
Shore, L. M., & Goldberg, C. B. (2013). Age discrimination in the workplace. In Dipboye, R.L., & A. Colella (Eds.), Discrimination at work (pp. 203–225). Psychology Press.Google Scholar
Shore, L. M., Randel, A. E., Chung, B. G., Dean, M. A., Holcombe Ehrhart, K., & Singh, G. (2011). Inclusion and diversity in work groups: A review and model for future research. Journal of Management, 37 (4), 1262–1289. https://doi.org/10.1177/0149206310385943 CrossRefGoogle Scholar
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52 (6), 613–629. https://doi.org/10.1037/0003-066x.52.6.613 CrossRefGoogle ScholarPubMed
Tikkanen, T. (2008). The learning society as a greying society: Perspectives for older workers and lifelong learning. Modernising Vocational Education and Training: Fourth Report on Vocational Training Research in Europe: Background Report, 2, 209–257.Google Scholar
Van Vianen, A. E., Dalhoeven, B. A., & De Pater, I. E. (2011). Aging and training and development willingness: Employee and supervisor mindsets. Journal of Organizational Behavior, 32 (2), 226–247. https://doi.org/10.1002/job.685 CrossRefGoogle Scholar
von Hippel, C., Kalokerinos, E. K., Haanterä, K., & Zacher, H. (2019). Age-based stereotype threat and work outcomes: Stress appraisals and rumination as mediators. Psychology and Aging, 34 (1), 68–84. https://doi.org/10.1037/pag0000308 CrossRefGoogle ScholarPubMed
Wang, M., & Fang, Y. (2020). Age diversity in the workplace: Facilitating opportunities with organizational practices. Public Policy & Aging Report, 30 (3), 119–123. https://doi.org/10.1093/ppar/praa015 CrossRefGoogle Scholar