
Contents
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Age and Training Age and Training
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Cognitive Abilities, Learning, and Age Cognitive Abilities, Learning, and Age
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Motivation, Learning, and Age Motivation, Learning, and Age
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Pre-Training Motivation Pre-Training Motivation
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Motivation During Training Motivation During Training
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Post-Training Motivation Post-Training Motivation
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Summary: Age, Ability, and Motivation Summary: Age, Ability, and Motivation
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Age and the Practice of Training and Development Age and the Practice of Training and Development
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Needs Assessment Needs Assessment
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Organizational Analysis Organizational Analysis
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Organizational Norms and Attitudes About Older Workers Organizational Norms and Attitudes About Older Workers
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Organizational Norms and Training Delivery Organizational Norms and Training Delivery
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Task Analysis Task Analysis
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Person Analysis Person Analysis
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Training Design and Development Training Design and Development
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Training Implementation Training Implementation
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Framing of Training Framing of Training
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Age And Specific Approaches to Training Age And Specific Approaches to Training
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Computer-Based Training (CBT) Computer-Based Training (CBT)
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Informal Training and Development: Learning on the Job Informal Training and Development: Learning on the Job
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Live Classroom Training Live Classroom Training
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Summary: Needs Analysis, Design, and Implementation of Training Summary: Needs Analysis, Design, and Implementation of Training
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Research Agenda for Age and Training Research Agenda for Age and Training
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Conclusions Conclusions
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Related Chapters Related Chapters
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Further Readings Further Readings
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References References
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23 The Training and Development of an Aging Workforce
Get accessMargaret E. Beier, Department of Psychological Sciences, Rice University
Mark S. Teachout, School of Business and Administration, University of the Incarnate Word.
Cody B. Cox, University of Texas at Brownsville.
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Published:18 September 2012
Cite
Abstract
Demographic shifts and labor demands have prompted a renewed interest in the training and development of older workers. This chapter reviews research related to age and training and discusses the implications of this research on the practice of training. Specifically, we present research on the cognitive abilities and motivational processes that change with age, and discuss the effect of these changes on (a) interest in training, (b) performance during training, and (c) the likelihood that skills learned in training will be transferred back to the job. Special considerations for developing training for an aging labor force are also presented, in addition to a discussion of the advantages and disadvantages of three popular training approaches for older learners: computer-based training, on-the-job training, and classroom training. We conclude by offering a research agenda that highlights the need to use working-aged adults and field studies in training research.
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