Annet H. de Lange

Learning new behaviour patterns: a longitudinal test of Karasek's active learning hypothesis among Dutch teachers

This investigation deals with the active learning hypothesis in Karasek and Theorells (1990) job demands-control model. The active learning hypothesis holds that high levels of learning and self-efficacy will occur among incumbents of high job demands/high job control jobs, whereas low levels of learning and self-efficacy will be found in low demands/low control jobs. This study tested these notions in the context of a two-wave study conducted over a period of one year among 876 Dutch teachers. Regression analysis revealed that job demands had a lagged negative (rather than a positive) effect on learning and self-efficacy; as expected, job control had a positive effect. Thus, the highest levels of learning and self-efficacy were found among incumbents of high control/low demands jobs (and not among incumbents of high control/high demands jobs). Further, the effects of changes in work characteristics on changes in learning behaviour and self-efficacy were examined, providing additional evidence that especially the transition from a low demands/low control to a high demands/low control job is associated with a strong deterioration of learning and self-efficacy. It is concluded that future research should address the interrelationships between learning and strain, preferably using longitudinal designs.

When I'm 64: Psychological contract breach, work motivation and the moderating roles of future time perspective and regulatory focus

Abstract There is an increasing need for managers to understand what motivates younger versus older workers to continue work within their company. We believe that this two-wave study among 90 Dutch employees is the first to examine: (1) the cross-lagged relationships between breach of psychological contract (which includes transactional and relational obligations) and intrinsic work motivation, and (2) the moderating role of the age-related variables future time perspective and regulatory focus. Regulatory focus concerns the orientation (either promotion-focused or prevention-focused) by which an individual pursues their goals. Based on psychological contract theory, we expected and found that relational contract breach predicts lower work motivation. Furthermore, based on lifespan developmental and regulatory focus theory, we assumed that this relationship would be stronger when workers experienced an open future time perspective and a promotion focus rather than a prevention focus. The results showed that future time perspective indeed had a strengthening, and prevention focus a reducing moderating effect in the relationship between psychological contract breach and work motivation. However, no significant effects for promotion focus were found. These findings indicate that age-related processes such as future time perspective and regulatory focus are important variables to include in future psychological contract research.

Managing aging workers: a mixed methods study on bundles of HR practices for aging workers

Since abilities and motives change with age and common human resource (HR) practices might be less suitable for aging employees, scholars and practitioners are currently challenged to find new ways of managing aging workers and motivating them to continue working. Therefore, this mixed methods study builds on literature on lifespan development and literature on HR practices in proposing four new bundles of HR practices for aging workers: accommodative, maintenance, utilization and development HR bundles. Since we draw on separate bodies of literature to propose new constructs, we use a mixed methods design in order to triangulate our findings. The proposed HR bundles were explored with a qualitative interview study among HR managers, line managers and employees in the Dutch construction sector, and tested with a quantitative survey study among Dutch government workers. Both studies confirmed that HR practices for aging workers can be classified into accommodative, maintenance, utilization and development HR bundles of practices.

Beyond chronological age: Examining perceived future time and subjective health as age-related mediators in relation to work-related motivations and well-being

Since workforces across the world are aging, researchers and organizations need more insight into how and why occupational well-being, together with work-related attitudes and motivations, change with age. Lifespan theories point to subjective health and future time perspective (i.e. an individuals perceptions of his or her remaining time to live) as potentially relevant age-related variables. Using two Dutch samples, a health care company (N=448) and university employees (N=1271), we examined whether subjective health and future time, perceived as open-ended or limited, mediate the relation between age and work-related motivations (growth, security, esteem and generativity), and whether those motivations in turn influence work engagement. In line with lifespan theories, the study demonstrated that the relations of chronological age with work-related growth, esteem and security motivations were mediated by an open-ended future time perspective and a good subjective general health. The association between age and generativity motivations was not mediated by a limited future time perspective. Furthermore, growth, esteem and generativity motivations had a positive association with work engagement. These findings imply that the future time perspective and subjective health of older workers should be taken into account, and not just chronological age, when examining or managing their occupational well-being.

Learning at the workplace and sustainable employability: a multi-source model moderated by age

This study, among 330 pairs of employees and their supervisors, tested whether self- versus supervisor ratings of five employability dimensions (occupational expertise, corporate sense, personal flexibility, anticipation and optimization, and balance) are associated with different learning characteristics in the workplace, and whether age moderates these relationships. Results of structural equation modelling showed that the learning value of the job positively related to both self- and supervisor ratings of corporate sense, personal flexibility, and anticipation and optimization. Applicability in the job of recently followed training and development programmes was associated with all dimensions of self-rated employability and with supervisor ratings of anticipation and optimization. Regarding the hypothesized age moderation effects, contrary to our expectations, it was found that both learning value and applicability of training and development related more strongly to self-rated anticipation and optimization for younger workers. In addition, age appeared to moderate the otherwise non-significant relationship between learning value and self-rated occupational expertise. Implications for Human Resource Development (HRD) practices are discussed. As learning characteristics are differentially related to the unique employability dimensions, tailor-made development programmes are key. Moreover, it is advocated that having a job with a high learning value is an important factor in the light of the employee’s sustainable employability.

Facilitating age diversity in organizations – part I: challenging popular misbeliefs

Purpose – In recent years, significant demographic changes in most industrial countries have tremendously affected the age distribution of workers in organizations. In general, the workforce has become more age-diverse, providing significant and new challenges for human resource management and leadership processes. The current paper aims to address age-related stereotypes as a major factor that might impede potential benefits of age diversity in organizations. Design/methodology/approach – After a brief review of potential detrimental effects of age-related stereotyping at work, the authors discuss the validity of typical age stereotypes based on new findings from large-scale empirical research with more than 160,000 workers overall. Findings – Although the research summarized in this review is based on large samples including several thousand workers, the cross-sectional nature of the studies does not control for cohort or generational effects, nor for (self-)selection biases. However, the summarized results still provide important guidelines given that challenges due to age diversity in modern organizations today have to be dealt with regardless of the concrete origins of the age-related differences. Originality/value – This is one of the first reviews challenging popular misbeliefs about older workers based on large-scale empirical research

Focus on opportunities as a boundary condition of the relationship between job control and work engagement: A multi-sample, multi-method study.

The concept of focus on opportunities describes how many new goals, options, and possibilities employees believe to have in their personal future at work. In this multi-sample, multi-method study, the authors investigated relationships between focus on opportunities and general and daily work engagement and the moderating role of focus on opportunities on between- and within-person relationships between job control and work engagement. Based on a social cognitive theory framework on the motivating potential of a future temporal focus, it was hypothesized that focus on opportunities is positively related to work engagement. Further, consistent with the notion of compensatory resources, it was expected that job control is not related to work engagement among employees with a high focus on opportunities, whereas job control, as an external resource of the work environment, is positively related to work engagement among employees with a low focus on opportunities. Both a cross-sectional survey study (N=174) and a daily diary study (N=64) supported the hypotheses. The study contributes to research on the job demands-resources model as it emphasizes the role of focus on opportunities as a motivational factor in the relationship between job control and work engagement.

What about time? : Examining chronological and subjective age and their relation to work motivation.

Purpose The aging workforce is becoming an increasingly important topic in today’s labor market. However, most scientific research and organizational policies focus on chronological age as the main determinant of successful aging. Based on life span developmental theories – primarily socioemotional selectivity theory and motivational theory of life span development – the purpose of this paper is to test the added value of using subjective age – in terms of remaining opportunities and remaining time – over and above chronological age in their associations with motivation at work and motivation to work. Design/methodology/approach Workers from five different divisions throughout the Netherlands (n=186) from a taxi company participated in the survey study. Findings The results from the regression analyses and structural equation modeling analyses support the hypotheses: when subjective age was included in the models, chronological age was virtually unrelated to workers’ intrinsic motivation, extrinsic motivation, and motivation to continue to work for one’s organization. Moreover, subjective age was strongly related to work motivation. Specifically, workers who perceived many remaining opportunities were more intrinsically and extrinsically motivated, and those who perceived a lot of remaining time were more motivated across the board. Originality/value The findings indicate that subjective age is an important concept to include in studies focussing on successful aging, thereby contributing to life span developmental theories. Further implications for research and practice are discussed.

Facilitating age diversity in organizations – part II: managing perceptions and interactions

Purpose – Due to demographic changes in most industrialized countries, the average age of working people is continuously increasing, and the workforce is becoming more age-diverse. This review, together with the earlier JMP Special Issue “Facilitating age diversity in organizations – part I: challenging popular misbeliefs”, aims to summarize new empirical research on age diversity in organizations, and on potential ways to support beneficial effects of age diversity in teams and organizations. The second part of the Special Issue focusses on managing mutual perceptions and interactions between different age groups. Design/methodology/approach – A literature review is provided summarizing and discussing relevant empirical research on managing mutual perceptions and interactions between different age groups at work. Findings – The summarized research revealed a number of challenges to benefit from age diversity in organizations, such as in-group favoritism, age norms about appropriate behavior of older workers, intentional and unintentional age discrimination, differences in communication styles, and difference in attitudes towards age diversity. At the same time, managerial strategies to address these challenges are developed. Originality/value – Together with the first part of this Special Issue, this is one of the first reviews on ways to address the increasing age diversity in work organizations based on sound empirical research.

Tailoring professional development for teachers in primary education: The role of age and proactive personality

Purpose – The aim of this survey study among N=180 Dutch teachers was to examine the moderating role of calendar age and proactive personality in the relationships between developmental opportunities, on the one hand, and work engagement and self-perceived employability, on the other. The paper aims to discuss these issues. Design/methodology/approach – Hierarchical regression analyses have been used, illustrated by means of quotes – gathered through open questions in the survey – to support the quantitative findings. Findings – A significant interaction effect between calendar age and developmental opportunities in relation to self-perceived employability, but not to work engagement, has been found, revealing stronger positive effects for developmental opportunities among older workers than among younger ones. Research limitations/implications – The present study provides a starting-point for further research on professional development in other occupational settings. Practical implications – The use of age-conscious developmental opportunities is a powerful tool in encouraging life-long learning. Social implications – Improvement in teachers’ engagement and employability will enhance their performance, will consequently lead to better pupil performance, and will contribute to the wider status of the profession, meaning that more young talented people will seriously consider working in the field and thereby helping to address the urgent need for more teaching staff. Originality/value – This study increases the knowledge of professional development among teachers and examines to what extent age and proactivity play a role in this regard. The results of the empirical work challenge dominant views on age-related declines and losses, and invite the authors to continue scholarly work in this field focussing upon long-term intra-individual development