Canadians attitudes toward work-related adult learning.

The rise of information technology and a shrinking workforce due to retiring baby-boomers are putting pressures on employers to upgrade workforce skills.  As a result, work-related learning is becoming increasingly important. 

Investing in workplace training results in increased productivity, innovation, and economic success.  For the employee, workplace learning contributes to increased job satisfaction and performance, promotes social and personal development, and supports lifelong learning.

The vast majority of Canadians agree or strongly agree that adult learning is critical to success in and satisfaction with life.  Approximately 58.8% of Canadians agreed that adult learning was critical to success in life, while  35% of Canadians strongly agreed that adult learning was critical to success in life.  Approximately 33.8% of Canadians strongly agreed that adult learning was critical to satisfaction with life, while 58.9% agreed it was critical to satisfaction with life. 

Among Canadians who have not retired, 51% reported taking some type of formal work- related training within the past year. About 75% of Canadians stated that most of this training came after they had already finished formal schooling, but 25% of Canadians reported that this training was part of a continuous path from high school through college or university.

Employers provided support to employees through various ways, these included:  unpaid time off, paid time while training, employer provided or arranged the training, or their employer helped pay for training costs.  About 78% of Canadians indicated that they received one of these forms of employer support for their training.

Factors that prevented Canadians from taking formal work- related training included: did not need further training, were too busy at work to take time off, did not see training as a priority, or had no time due to family responsibilities. 

Factors that encouraged participation in formal work-related training included financial considerations like paid time while on training or help paying for training costs.  Other factors included relevant training opportunities, information on availability of training, recognition of prior learning experiences, or unpaid time off work for training. 

The types of non-formal work-related learning included:  on-the-job training like direct instruction, mentoring, coaching, or observation by a superior; independent learning by reading, researching or using manuals; asking a colleague for help; learning by independent problem-solving; e-learning such as online courses, tutorials or seminars; or job rotation. 

Older workers are less likely to participate in formal work-related training than those in younger age groups.  Employees tend to participate in formal work-related learning until the age of 50 after which it decreases significantly. 

Employers tend not to invest in training for older adults because they believe that they will retire soon.  Research shows that older adults are more likely to face difficulties as new information technologies are implemented. 

In order to retain older employees, employers should provide training as they would for younger workers in order to maintain their older employees' skills and to familiarize them with the new technologies. 

Non-formal work-related training (learning on the job, job rotation, e-learning, or self-guided learning) remains relatively constant across age groups, with only a small drop-off among the very oldest group of workers. 

Non-retired Canadians who already have higher levels of education are more likely to participate in formal work-related training.  Workers who have a bachelor’s degree or higher are three times more likely to participate in formal work-related training than those who do not have a high-school diploma.  Less educated employees do not realize the economic gains that result from participating in training while those who are more educated do.    

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Reference:
Canadian Council on Learning. Survey of Canadian Attitudes toward Learning, 2008.  

Posted by: suhujitha on 2009-03-11 15:52:55

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