A REASEARCH JOURNAL ON

AGING & TRAINING AND

DEVELOPMENT
PRESENTED BY:
CHAYANIKA MAITI(2017MBA-07)
SAI RADHA LOYA(2017MBA-13)
WHAT IS TRAINING AND
DEVELOPMENT??
IS IT NECESSARY??

1
WHAT WOULD BE THE MINDSET OF
THE EMPLOYEE TOWRDS
TRAINING???

WOULD IT CHANGE WITH THE

AGE????

2
 ABOUT
This research
examines the
individual and
situational factors
that impact the
relationship
between age and
employee
development and
willingness 3
 Age and Training Development
Willingness
Older people tend to be more oriented toward
maintaining the status and they are expected reluctant to
engage in new.
Aging linked to a decline in cognitive and intellectual
abilities.
In our current society in which multitasking is the rule
rather than the exception, people of midlife may feel less
competent than younger adults.
These differences among older workers to their
idiosyncratic beliefs, the support they perceive from their
work environment, and behaviors of significant others
4
EMPLOYEES' BELIEFS: FIXED OR
INCREMENTAL SELF-THEORY

Self-theories are beliefs about the fixedness or

malleability of personal characteristics.
The first type of beliefs has been referred to as an
entity self-theory
The second type of beliefs reflects an incremental
self-theory.
Individuals who adhere to an entity theory assume
that personal attributes such as intelligence and
personality are fixed, whereas individuals who hold
an incremental theory believe that these attributes
are malleable.
5
 ENTITY SELF-THEORY BELIEFS
HYPOTHESIS ARE NEGATIVELY RELATED TO
 (1) TRAINING AND DEVELOPMENT
WILLINGNESS.

ENTITY SELF-THEORY BELIEFS

MODERATE THE RELATIONSHIP
BETWEEN AGE AND TRAINING AND
DEVELOPMENT WILLINGNESS SUCH
HYPOTHESIS THAT AGE IS MOST STRONGLY AND
(2) NEGATIVELY RELATED TO TRAINING
AND DEVELOPMENT WILLINGNESS
FOR PEOPLE WITH HIGH-ENTITY
SELF-THEORY BELIEFS.

6
 PERCEIVED DEVELOPMENTAL
HYPOTHESIS SUPPORT IS POSITIVELY RELATED
(3) TO TRAINING AND DEVELOPMENT
WILLINGNESS.

PERCEIVED DEVELOPMENTAL
SUPPORT MODERATES THE
RELATIONSHIP BETWEEN AGE AND
HYPOTHESIS TRAINING AND DEVELOPMENT
(4) WILLINGNESS SUCH THAT AGE IS
MOST STRONGLY AND NEGATIVELY
RELATED TO TRAINING AND
DEVELOPMENT WILLINGNESS FOR
PEOPLE WHO PERCEIVE LITTLE
DEVELOPMENTAL SUPPORT. 7
 SUPERVISORS' BELIEFS ABOUT
THE LEARNING AVOIDANCE
ORIENTATION OF OLDER
EMPLOYEES MODERATE THE
RELATIONSHIP BETWEEN AGE
HYPOTHESIS AND TRAINING AND
(5) DEVELOPMENT WILLINGNESS
SUCH THAT AGE IS MOST
STRONGLY AND NEGATIVELY
RELATED TO TRAINING AND
DEVELOPMENT WILLINGNESS
WHEN THE SUPERVISOR BELIEFS
THAT OLDER EMPLOYEES HAVE
A LEARNING AVOIDANCE
ORIENTATION

8
 METHODS
Research Context and Procedure
Participants, selecting different age groups
and analyzing their patterns and behaviours
Measures to be taken when entity and
incremental theories are seen in sample.
Analytical Approach of solving the issue and
observing the behaviours.
9
 RESULTS
The fact that we measured training and development willingness
rather than a more general attitude toward learning may also
explain why employees' self-theory was more of influence than
their avoidance orientation
In line with earlier studies, we found that entity theory and
avoidance orientation were significantly related but entity theory
could explain most of the variance in training and development
willingness.

10
 Apparently, although older people prefer to perform tasks they
completely master they may not necessarily respond negatively to
organization's request to follow a training program
They may, however, refuse to participate in training activities if
they believe that such an effort is useless since their fixed
capabilities may lead to less success on the training. Hence,
people's implicit self-theory may both influence their motivational
orientation and their specific cognitions about the utility of
prospective behaviours.

11
THANK YOU