Currently, there is a higher proportion of older workers in the labor force and the applicant pool than there have been in previous generations as a result of the Baby Boomer demographic bubble. Regarding these older workers as a potentially valuable resource and developing their skills accordingly may help employers fulfill their labor needs in an increasingly competitive market. Relative to younger workers, there is limited information in the literature with respect to the design of a psychologically and socially supportive training environment for this particular demographic. Our intent in this review is to provide a research-based framework for understanding the specific psychological and social needs of older trainees. We first examine the impact of ageism and age-related stereotype threat in the learning environment, and ways to reduce their negative influence on training. We then turn to a consideration of the motivational needs of the older trainee, and the unique ways to foster positive levels of training motivation and self-efficacy. At each step of our discussion, we use technological training as a specific example of these training challenges and remedies. This training domain was chosen because of its increasing relevance to job acquisition for older applicants and to the career development of mature employees. Practical implications for theories and practice tailored to older learners are emphasized.

目前，由于婴儿潮一代的人口泡沫，劳动力和申请人群体中老年工人的比例高于前几代人。将这些老年工人视为潜在的宝贵资源并相应地发展他们的技能可能有助于雇主在竞争日益激烈的市场中满足他们的劳动力需求。相对于年轻工人，文献中关于为这一特定人群设计心理和社会支持培训环境的信息有限。我们在本次审查中的目的是提供一个基于研究的框架，以了解老年学员的特定心理和社会需求。我们首先研究年龄歧视和与年龄相关的刻板印象威胁在学习环境中的影响，以及减少他们对培训的负面影响的方法。然后，我们转向考虑年长学员的动机需求，以及培养积极的培训动机和自我效能的独特方法。在我们讨论的每一步中，我们都使用技术培训作为这些培训挑战和补救措施的具体示例。选择这个培训领域是因为它与年长申请人的工作获取和成熟员工的职业发展越来越相关。强调了针对年龄较大的学习者的理论和实践的实际意义。我们使用技术培训作为这些培训挑战和补救措施的具体例子。选择这个培训领域是因为它与年长申请人的工作获取和成熟员工的职业发展越来越相关。强调了针对年龄较大的学习者的理论和实践的实际意义。我们使用技术培训作为这些培训挑战和补救措施的具体例子。选择这个培训领域是因为它与年长申请人的工作获取和成熟员工的职业发展越来越相关。强调了针对年龄较大的学习者的理论和实践的实际意义。