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Computer training for older adults: benefits and opportunities

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Computer training for older adults: benefits and opportunities

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Content COMPUTER TRAINING FOR OLDER ADULTS:
BENEFITS AND OPPORTUNITIES
by
Wendy Ellen Goldman
A Thesis Presented to the
FACULTY OF THE LEONARD DAVIS SCHOOL OF GERONTOLOGY AND
THE SCHOOL OF BUSINESS ADMINISTRATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
Master of Business Administration/Master of Science in Gerontology
August 1995
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UNIVERSITY OF SOUTHERN CALIFORNIA
LEONARD DAVIS SCHOOL OF GERONTOLOGY
UNIVERSITY PARK
LOS ANGELES, CALIFORNIA 90089
This thesis, written by
Wendy Ellen Goldman
under the direction of her Thesis Committee and approved by all its members,
has been presented to and accepted by the Dean of the Leonard Davis School
of Gerontology and the Dean of the School of Business Administration in partial
fulfillment of the requirements for the degree of
MAST MINISTRATION/MASTER OF SCIENCE
IN' GERONTOLOGY
Dean
Date
Dean
THESIS COB^IITTEE J ,
B r . A A x
Chairperson
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ACKNOWLEDGMENTS
This thesis would not have been possible without the contributions of
numerous people. First, thank you to my family and friends, especially my
mother, who helped me increase my awareness of the need for life-long
learning.
From the (JSC Leonard Davis School of Gerontology, my appreciation is
extended to Dr. Ruth Weg, whose contributions of time, good humor and
dedication to the field of successful aging have inspired me in this effortful task.
Ms. Pauline Abbott, Ms. Stella Fu and Dr. Phoebe Liebig helped nourish my
insight and motivation. I am grateful for their kindness and influence during the
last two years.
From the USC School of Business Administration, my appreciation goes
to Mr. Lars Pemer, who provided generous time and statistical guidance during
many weeks of analysis. I am also grateful to Dr. Valerie Folkes, for serving on
my thesis committee. My special thanks to Dr. Judy Truelson, Dr. Jon Goodman
and Dr. Kathleen Reardon, three wonderful women who animated my quest for
resources, whether in or out of the academic arena.
Finally, my sincere appreciation goes to decision-makers at Santa Monica
College Emeriti College and Prime Time Computing, who provided access to
older students for the purpose of this study. I am especially grateful to the older
students themselves.
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TABLE OF CONTENTS
ACKNOWLEDGMENTS................................................................................... ii
ABSTRACT.....................................................................................................vi
INTRODUCTION.............................................................................................. 1
Background..................................................................................................... 1
Statement of the problem................................................................................7
The issue: Computer training for older adults............................................... 8
LITERATURE REVIEW.................................................................................. 10
Definitions..................................................................................................... 10
Prior Research.............................................................................................. 10
Existing Programs........................................................................................ 17
Barriers Faced............................................................................................... 20
METHODOLOGY........................................................................................... 23
Design of the study.................................................................................. 23
Key concepts................................................................................................23
Independent and dependent variables......................................................... 25
Development of the Hypotheses.................................................................. 25
Sample Populations...................................................................................... 26
Sample Demographics of Phase 1................................................................ 26
Sample Demographics of Phase II............................................................... 27
Limitations.....................................................................................................27
Data Collection..............................................................................................28
iii
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Open-ended Responses to Pre-training Questions......................................32
Phase I Results..............................................................................................33
Phase li Results.............................................................................................34
DISCUSSION...................................................................................................36
CONCLUSION................................................................................................ 39
REFERENCES............................................................................................... 41
APPENDIX A .................................................................................................. 46
APPENDIX B.................................................................................................. 51
iv
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LIST OF TABLES
TABLE 1 .................................................................................................. 30
TABLE 2 .................................................................................................. 31
TABLE 3 .................................................................................................. 34
V
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ABSTRACT
COMPUTER TRAINING FOR OLDER ADULTS:
BENEFITS AND OPPORTUNITIES
Society will soon be forced to utilize the intellectual capacities of its older
adults, since their growing numbers will require support from a shrinking labor
force. As the first generation with the vitality and curiosity to engage in lifelong
education, the young-old seek answers to critical issues that will influence the
next generation of older adults. From another perspective, global competition
demands a new image of aging that considers a longer attachment to the work
force.
This study examined two populations (n=75, n=45) of older students in
computer training programs. Small sample size hindered reliability of results.
However, findings supported previous research. Older adults sampled were
unafraid of technology, and embraced opportunity for change. Computer training
offers one avenue for older people seeking information, socialization and
communication opportunities.
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INTRODUCTION
Background
Why do older people seek opportunities to leam new skills? Distinct
motivations result from push or pull pressures, whether they are financial,
psychological or social. For example, some older people are pushed back into
paid employment post-retirement, after under-estimating the finances necessary
to provide for their later years (Fyock and Dorton, 1994). Others are pulled back
into the workforce by employers, who want these knowledgeable older workers
with highly skilled positions to postpone retirement, due to their high
replacement costs. In addition, in industries that utilize highly-educated,
experienced workers, employers promote retention of older workers when entry-
level workers are scarce. Other older adults remain actively employed part-time,
to help meet increasing family burdens that demand their emotional and financial
resources. Another segment of older adults search for life satisfaction through
continued education, though they have retired. Motivations to seek new skills
are as diverse as older adults themselves.
On the other hand, society often ignores older adults' needs for
maintenance or renewal of knowledge and skills, reducing their motivation to
become involved or participate in their culture (Atchley, 1994). This can hamper
their ability to remain integral to their community, particularly in terms of
employment opportunities and job skills. However, in previous studies (Cutler,
1977; Cutler & Hughes, 1982), volunteer participation in community
organizations in later life increased or remained stable, far outnumbering those
whose participation declined (Atchley, 1994).
Age and gender patterns in older adults' memberships in various
organizations were examined and noted that, contrary to stereotype, older
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women's involvement in professional groups paralleled that of men after age 55,
indicating a greater interest in career among older women (Atchley, 1994).
Findings also showed a significant increase in political activity with age, and that
retired elders often provided help to their families, especially in caring for
grandchildren (Atchley, 1994). Many of these school-aged children have
already been initiated to computers in the classroom. Thus, computer-savvy
older adults have access to another avenue of communication with their
grandchildren. Computer programs that require active participation, through on
line discussions and e-mail, or passive participation, for playing computer
games, can offer benefits to older people.
Very little public education is oriented toward older adults' development of
knowledge and skills needed for employment, service in the community, caring
for themselves or families, or improving their quality of life (Atchley, 1994).
Information technology has now permeated all demographics, with computers
revolutionizing the communication tools of business and the consumer
marketplace. New information, given on a regular basis, is needed to maintain
up-to-date knowledge of technology, instead of adhering to a now-pass§ life
cycle model of education first, work second, and leisure third. Frequent and
systematic exposure to various knowledge bases, especially in relation to
technology, can help an older society deal with rapid social change and provide
older adults with opportunities to participate in society, through paid or volunteer
work, or family caregiving services (Atchley, 1994).
In the past, older people have been treated as trivial consumers. Yet the
over-55 segment of the population is currently spending the highest proportion
of discretionary income, particularly on luxury goods and services (Atchley,
1994). These consumers will receive more attention as their size expands.
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However, further research on community resources is needed to help explain
how various social institutions interact with population aging, and to help build
an understanding that leads to positive outcomes for older adults. As the
western world ages, a shrinking labor force poses a potential labor market gap
for older adults to fill, by staying employed part-time or by working more hours.
Matching older Americans who prefer to work with opportunities in their
communities may help them gain life satisfaction. The demand for lifelong
education by older adults, plus the need for more part-time, flexible employees
in the labor force, provides future opportunities for partial or phased retirement.
Given a choice, upcoming retirees may prefer this to a sudden, complete break
with employment. Corporate retirement planning programs are increasingly
likely to include eldercare benefits, with burgeoning new social roles for older
people. Yet, social perceptions of the older population are limited by a lack of
empirical research in gerontology. Until more responsible opportunities and
training are offered, the volunteer or for-pay labor force will hold little attraction
for older people.
A trend toward flexible age norms has accelerated, concurrently with
changing concepts of normal, successful aging (Atchley, 1994). An increase in
the concentration of mentally and physically impaired older people could
provoke a rise in agism, but an increase in the proportion of healthy, financially
secure, and well-educated older people could lead to a decrease. More and
more older adults survive to age 90 or above, remaining intellectually capable
and more autonomous than earlier generations. Thus, the period for exploring
new life experiences has lengthened. What will motivate their search?
The American Association of Retired Persons engaged the Daniel
Yankelovich Group, Inc. in 1989, to update its 1985 study examining attitudes
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about employees age 50 and older, and their role in American business. A
variety of trends was identified in light of economic, demographic, and social
forces shaping the business operating environment For example, employees
age 50 and older are increasingly recognized as attractive consumers, portrayed
by advertisers as vigorous, committed to exploring life's possibilities, and eager
for new experiences. These marketing-based perceptions are sometimes at
odds with corporate views of mature workers. Furthermore, findings indicate an
emerging mismatch between employee needs and the way jobs are organized.
Hence, given predictions of future labor shortages, employers can no longer
afford to ignore the potential utility of older, knowledgeable employees. The
Yankelovich Group found that several changes in attitudes and practices toward
older workers impede their full utilization in American business. Two primary
obstacles remain: lingering employers' questions about older workers'
adaptability to new technology, and training costs. The study concluded that
current corporate policies and practices to cut costs, especially in larger
organizations, are out of sync with generally positive gatekeeper attitudes, and
may no longer even serve corporations' best interests in the years ahead.
Further, early retirement poses real dangers in forcing early retirees into service,
not knowledge, positions. The research suggests that older employees will have
an increasingly vital role to play in the workplace, if the challenge of using their
contribution is met.
Demographers coined the term young-old to define a population that
challenges negative stereotypes associated with aging (Atchley, 1994). The
young-old have been gaining a louder voice during the last twenty years, both in
the determination of consumer product marketing, and in setting both public and
private agendas. Social perceptions of the periods of life have also seen
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dramatic changes in the last decade. The ages that mark life's boundaries have
become blurred.
New images of older adults are based on health and social
characteristics, not chronological age. These images characteristically portray
older adults as vigorous and healthy, with relative financial security. In general,
they remain politically active, involved in their communities, not withdrawn and
apathetic (Atchley, 1994). The arrival of age 65 and the event of retirement no
longer mark their transition from middle age to old age (Fyock and Dorton,
1994). Thus, new perceptions and attitudes are being formed across
generational and political boundaries. Changing expectations have
fundamentally altered baby boomers' prospects of a long period in retirement.
Society's image of older workers' productivity, however, has not changed at the
same rate. The poverty rate among the elderly has not escalated during the
past decade, although 1992 Census data revealed that 12.2 percent of older
Americans had incomes below the poverty line ($6,930 for an individual living
alone, $8,740 for a couple), compared to a similar rate for persons 18 to 64
(12.4%) (AARP, 1993). An additional 2.3 million elderly, or 8 percent, can be
classified as near poor, with incomes between the poverty level and 125 percent
of this level. In total, over 20 percent of older people had family incomes at or
below the poverty line.
Profound changes in society's perceptions of aging have produced the
first generation in history who live actively into the decades previously labeled
"old age" (Bronte, 1993). They represent the first cohort to retain the physical
vitality, interests, abilities, achievements, and lifestyles that have traditionally
been associated with younger people. They also demand a voice in the political
arena. Nevertheless, at the same time that the corporate sector promotes early
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retirement, the federal government restricts and raises the eligibility for
retirement and access to retirement funds. This paradox has grown in
proportion to global competition during the last decade. Demographic effects
influence economists' predictions of growing budget deficits and imminent
entitlement fund bankruptcies. Yet, the upcoming scarcity of labor may serve as
the catalyst to remove negative stereotypes of older adults. Their potential
contribution is very necessary to the resolution of economic and other
deficiencies in the social support system.
With almost 34 million people over age 65 in the U.S., there is a critical
need for further empirical research to remove negative stereotypes about older
adults and their capacities for change (Atchely, 1994). In 1992, California
ranked first in terms of older adult population with over 3.14 million Americans
over age 65, clarifying the need for action on older worker issues. Florida had
the second largest population of older people, with 2.37 million over age 65, with
New York third at 2.36 million (Atchely, 1994). Stereotypes often overlook
energetic older adults who seek life-long learning experiences to help them
adapt to their changing environment. Only 15 percent of Americans over the
age of 65 are sick and frail; the remaining 85 percent are vital and active"
(Bronte, 1993). Projections of 20 or 30 more years of expected life ahead for 65
year olds are common. However, few milestones mark the transitions to old age.
The age-related paradox that exists between corporate and federal policies has
been played out through early retirement incentives: now that life lasts longer
and longer, retirement has been pushed to an ever-earlier date, while the prime
period of work leaves less time for family and leisure than it did before (Bronte,
1993).
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Growing older has become filled with uncertainties and frustration-a fact
made more obvious because today's retirees did not expect to have to reinvent
their lives. It seems as if the system has been set up for short lifetimes, and an
increasing number of people don't have short lifetimes any longer (Bronte,
1993). Also, the system has been set up for comparatively slow-moving social
change, whereas very rapid changes are now the norm.
Visions of job offers and career opportunities are less clear than they
once were, especially for many in their 40s and 50s who unexpectedly find
themselves part of a turbulent job market (Rosener, 1995). Corporate
reorganizations, massive layoffs, technological change and shifts to overseas
production have contributed to career decay in many industries, manufacturing
as well as professional. Hence, today's career anxiety may be tomorrow's
freedom to experiment, especially for older workers.
Statement of the problem
In the future, a combination of demographic trends and market forces will
affect attitudes about older workers. The business sector and society as a whole
will have no choice but to employ and develop older workers, since a growing
number of retired people will require support as the labor force shrinks (Hall and
Mirvis, 1994). Organizations with highly centralized structures are too
cumbersome and too slow to respond in this rapidly changing environment. To
remain competitive, firms need to adapt quickly and effectively to turbulence,
with human resource policies that enable employees closest to the action to
participate in decision-making. Human resources of modem organizations are
comprised of three components: the core staff, contractors both inside and
outside the firm, and a flexible segment, allowing expansion and contraction as
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demand changes. Older workers make an important contribution to the flexible,
part-time labor force.
Information technology's unparalleled effect on global growth has forced a
dramatic change in the way that human resources are managed, both in and out
of the workplace (AARP, 1993). At the same time, in mature industries, older-
worker issues such as benefit costs and skill obsolescence have become critical
to continued corporate productivity. Federal budget deficits have trickled down
to local levels, prompting a reduction of community-based social services and a
renewed focus on private training. Global competition influences both the public
and private sectors, with the focus on identification and implementation of
appropriate actions to maintain public confidence in the retirement system.
Hence, decision-makers must keep up with short-term turbulence while
establishing strategic long-term plans. This shared dilemma helps set the stage
for innovation in both the public and private sectors, using community-based
training programs as vehicles for change. A better understanding of older
adults' attitudes toward computer technology can help reduce deeply held
stereotypes about their adaptability to lifestyle changes.
The issue: Computer training for older adults
Demographic trends predicting an excess burden on older-worker benefit
funds confound decision-makers, making an overhaul of the public education
system inevitable. Harnessing the potential resources of older adults has never
been so complex, or so important to the economy. As baby boomers reach
retirement age, lifelong education is expected to grow in popularity. If computer
training has become one of the fundamental skills in today’s workplace and
community resource center, older adults will soon require minimum computer
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literacy to participate in activities and opportunities that improve quality of life
and access to resources in the community.
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LITERATURE REVIEW
Definitions
For purposes of this study,
• The term "computer literacy," is defined as an understanding of what
computers can do and how to use them.
• "Older adults" are defined as people over age 50.
• As self-measured by older adults, "life satisfaction” has been identified
by five components: zest, resolution and fortitude, completion, self
esteem and outlook (Atchley, 1994).
Prior Research
Earlier studies of older adults' adoption of computer technology have
produced mixed results. Finkel (1990) studied computer-aided instruction for
older adults, which has been well received by mental health professionals and
geriatric psychologists. Results of this study suggest that, in later life,
computers helped enhance memory retention by presenting customized
programs to patients. These individuals repeated graphic stimuli at their own
rate until the material was mastered. Computer programs were designed to
gradually increase the patient's level of skill, promoting mental health (Finkel,
1990).
Redo (1990) confirmed that the growing use of computers and
computerized services by older Americans, along with the trend toward greater
home usage, was expected to continue. Further, there was an increased
targeted demand for programs and services. Flynn (1988) noted that elderly job
seekers used computer-assisted instruction to enhance their prospects.
Regardless of age, educational status, gender, or race, he found that older
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workers needed minimal orientation to computer instruction and were almost
without exception enthusiastic about the experience. Expected labor shortages
in the next few decades will shift society's focus to updating, or at least
maintaining, older workers' competitive job skills.
According to Koch (1991), computer technologies also offered older
adults concrete benefits for improved life satisfaction. Her study focused on the
computer's use in carrying out basic daily tasks, such as work and financial
arrangements, communication with family and friends, and managing health care
needs. Stereotypical assumptions were found to inhibit several sub-groups of
older Americans from realizing the benefits of technology, especially the low-
income and frail elderly. In particular, the community-based frail elderly need
assistive technology to maintain physical independence, via computer
monitoring devices and automated, remote medical check-ins. On-line
communications and information technology offer community-based older adults
assistance with daily routines and life enrichment (Rice, 1987). Specific
sensory, cognitive, and social needs of the old-old (age 85 and older) might be
met by increased diffusion of innovative electronic systems. The systems should
be designed to provide ways in which older people can learn, have fun, and feel
a part of the video era. In order for the old-old to maintain functional
independence and quality of life, redesign of both hardware and software is
necessary to accommodate needs and abilities (Czaja, 1994).
Computer use has become the norm in most U.S. industries, yet training
programs to transfer these skills to older adult workers have not yet been widely
accepted by industry. According to Helen Dennis, Los Angeles-based Industrial
Gerontologist and Aging Specialist, older workers have a responsibility to learn
new skills and to remain as valuable as possible to their employers (Cohen,
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1994). The need for updated knowledge and adaptability to workplace trends
are no longer characterized by youth. Global economic hardships during the
early 1990s, compounded by swiftly changing norms of organizational behavior,
have fundamentally changed the way that businesses are managed. Without
skill retraining, older workers become more vulnerable to changes in the
workplace. Employers can encourage mid-career and older employees to stay
abreast of the latest technology, learn new skills and broaden their experience
by taking on new work assignments and lateral transfers. Employers often
encourage employees to take individual responsibility for benefits planning,
using computer-based training programs. Customized computer programs
encourage employees to develop a sense of responsibility for benefits and
retirement planning, instead of depending on federal entitlements for retirement
income (Dennis, 1989).
Emerging demographic issues confound labor specialists, economists,
and gerontologists, such as skill obsolescence and a growing disparity between
winners and losers as technologies mature (Flynn, 1988). During the early
phases of technology development, a lack of available programs forces
employers to provide their own employee training. Later, when technologies
become diffused and standardized, training programs move into the academic
mainstream for skills' development. In the final phase of the skill-training life
cycle, training focuses on replacement needs and on vocational retraining of
workers. However, barriers have hindered adoption of vocational programs for
older adults.
Kanter (1994) noted that companies need to understand what makes
people productive at any age and what makes economic self-sufficiency
possible. By continually upgrading human capital skills, the pursuit of new
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opportunities will likely become more commonplace throughout life. Multiple
careers and retraining are likely to become the norm for all working people,
stimulating the need for maintenance of productivity skills throughout the life
cycle.
Bikson, Goodchilds, Huddy et al. (1990) reported that diverse benefits
resulted from implementing computer training programs for older workers. In a
year-long field experiment conducted by the Rand Institute, computer-based
communication technology was found to have a substantial and positive impact.
It helped older people, employed or retired, in social exchange and in performing
work. The Rand study found, as did previous research, that older adults can
master today’s technology and incorporate it into a wide range of daily activities
(Festervand, Meinert, and Vittel 1994; Flynn, 1988). The Los Angeles County
Department of Water and Power provided a sample population consisting of 79
older adults, either recent retirees, or employees who met eligibility for
retirement. Participants were divided into two task forces: one received standard
communication resources to accomplish tasks (i.e., memos, telephone
conferences, face-to-face meetings), while the other task force received
computer hardware and software and customized training. Respondents were
told that the research question concerned the transition to retirement. However,
during several interviews throughout the year-long study, researchers
questioned respondents about retirement issues and about communication using
computers. They measured the value of electronic interaction, facilitated
information exchange and social linkages between geographically dispersed
individuals. This study indicated that computer-aided interaction complemented
social interaction, and that lasting social ties with retirees were more likely with
computer-aided communication. Also, employees in the electronic task force
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held substantially more positive views of retirement than their counterparts in the
standard task force. Although a small, non-random sample limited Bikson
study's research findings, it added to a growing body of research that supports
training benefits for older workers.
LaBuda (1986) examined the diffusion of computer technology in society,
comparing it to the similar challenge of defining aging. He observed that
technology could be defined as "soft" (research and knowledge) or "hard"
(products of research), and "high" (complex) or "low" (simple). Further, in
exchange for benefits to medical science, high tech has also been responsible in
large part for the dramatic escalation in health care costs. LaBuda's study
criticized human-services professionals' and gerontologists' reactions to the
adoption of technology as unenthusiastic and disillusioned. During the next
decade, phenomenal technological advances combined with a deepening
understanding of its potential benefits for an aging population may provoke its
market diffusion. "The process [of computer technology’s diffusion in the market]
might be compared to a General Assembly session of the United Nations without
the aid of translators (LaBuda, 1986, 9)." As a result, programs will require
public-private partnerships to improve access and adoption.
Czaja (1994) assessed the ability of older adults in using an electronic
communication system, and identified design parameters to facilitate interactions
between older users and computer systems. Thirty-six older women, ranging in
age from 55 to 95, participated in the study. The majority (64%) were
unemployed, and all but one had at least a high school education. Respondents
received computer systems in their homes with customized software, including a
simplified electronic mail program and text editor. Additional applications were
added during the course of the study. Researchers collected objective
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performance data and subjective data from respondents. Frequency of use
declined over the course of the study. However, those who were unemployed
used the system more frequently than those who worked, suggesting that the
computer is especially beneficial for those who spend considerable time at
home. Results also indicated that computers offer older adults a means for
forming and maintaining social contacts, and an opportunity to make their
discretionary time more stimulating. This supports the conjecture that home
computers can provide a link to the outside world. In addition, home-based or
community-based resources utilizing computer technology can improve
information exchange and accessibility for older adults.
Syracuse University established the Kellogg Project (1991) to enhance
older persons' access to a gerontology center. Through improved information
access, there would be new opportunities to leam, broaden their horizons
through social interactions, and develop new skills. The developers launched
the program to help older adults remove the feeling of obsolescence in an
information age that depends upon new technology and information. Although
society often sees aging as a downhill course, introducing computers to the
elderly holds measurable promise for the frail, the retired, the isolated and those
eager to renew their education. Computers also provide older adults with direct
access to health and emergency agencies. Dr. Neal Bellos, director of the
Syracuse University Gerontology Center, thought that once relevance of
computers for the elderly was firmly established, both public and private
agencies would be encouraged to consider senior citizens in their plans.
In traditional, primitive society, older people were the computers of
society. They were the repositories of knowledge and the transmitters of
culture. The irony of modem life is that elders have lost that function. It's
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nice to think about trying to redress that imbalance (Syracuse University,
1991,6).
The Kellogg Project emphasized intergenerational programs at local schools,
where trained volunteers would teach, to complement the delivery of community
education programs. Program designers were interested in improving the quality
of life for older Americans, and in demonstrating how important functions in
American society could be fulfilled with the resources of older Americans.
Participants experienced a sense of accomplishment from teaching computer
skills to others, enjoyment from the freshness of working with children and their
teachers, and received a non-threatening introduction to computers. The report
also called attention to a new category of curious older people who have
emerged. These older people are keen on computers and technology, not
phobic, and want to enrich their relationships with their grandchildren, or just be
able to function in the information age. Home computers also increased the
safety and security of older adults, by linking them to emergency services and
networks in the community (Syracuse University, 1991).
Marketing research performed prior to 1990 claimed that older people
were not active buyers of new technology, such as home computers (Dychtwald,
1990). However, research cited supports the notion that redesigning computers
and accessories to be more accessible (i.e., with larger screen graphics and
easier to operate software) facilitates their adoption by older adults.
The preceding research has overwhelmingly supported increased
computer technology as a positive trend offering benefits to older adults.
However, resistance to adoption of new technology and other barriers persist in
keeping many older adults from experiencing its benefits.
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Existing Programs
Community-based training programs are often developed to meet older
residents' regional needs and diverse preferences. For example, in Pinellas
County, Florida, a senior center installed a computer information and referral
system to address specific health concerns of community-based elders
(Sarsfield, 1994). Its high-tech system was linked to the St. Petersburg State
Department of Elder Affairs and the Area Agency on Aging, facilitating older
adults' access to supportive information.
Support from the academic community has also fueled the diffusion of
computers for older adults. Across the country, in Northridge, California,
California State University supported the SAGE (Study, Activity, Growth and
Enrichment) Society, which operates a program to introduce older adults to
computers (Olivo, 1995). Founded by Morris Cutler and Jerry Eisen, themselves
older adults, SAGE's purpose is to help older Northridge residents shed their
fears of technology. The course's growing popularity has prompted a long
waiting list, sometime as long as several months, for a chance to link up with
information technology.
SeniorNet, a better-known community-based training program in the
United States and Canada, has impacted thousands of older adults' lives
(Furlong and Kearsley, 1986). Since 1983, its efforts have aided thousands of
intellectually stimulated seniors to successfully meet their computer training
goals. Mary Furlong and Greg Kearsley, researchers from the University of San
Francisco, began SeniorNet as an informal project offering computer workshops
in church basements and senior centers. The project's founders embraced a
philosophy that said, "We don't stop playing because we grow old...we grow old
because we stop playing (Furlong and Kearsley, 1990, 3)." Their research
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found that seniors had patience and persistence, two attributes that made
learning about computers easier, and that they had no particular problems
learning to use them. With 70 locations as of 1994, SeniorNet provides hands-
on computer courses ranging from an introduction to computers and word-
processing, to a more complex exploration of electronic communication. Its
mission is to provide older adults with access to computer technologies and,
thereby, enable them to share their wisdom and talents with the rest of society.
SeniorNet's efforts have attracted positive media attention, which has helped to
encourage older adults to consider the positive aspects of computer technology.
Computers have also provided benefits to physically challenged older
adults who operate home-based businesses. Business opportunities that use
computers have opened up in desktop publishing, financial services, database
entry, architecture and graphic design (O'Brien, 1993). The demand for
computer proficiency as a modem workplace tool is expected to rise as better-
educated baby boomers seek life-long education, especially during retirement
years. Demographers warn that the number of Americans aged 50 to 65 is
increasing at twice the rate of the overall population. By the year 2010, the
number of people in this segment is projected as 39 percent of the total
population, from 17 percent in 1990. Much of tomorrow’s training will have to be
aimed at developing, preserving, and renewing the skills of middle-aged and
older workers. They can supply society with much-needed resources to fuel
economic growth (AARP, 1993).
Labor scarcity will soon present new challenges for concerned employers,
who may be forced to address unfamiliar human resource issues. For example,
competitive employers will be expected to identify employees who need skills
retraining. The motivation to take advantage of training programs, and helping
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them to improve their flexibility and capacity with new skills, will also derive from
employers. Apart from the fantastic growth of computer technology itself,
training opportunities remain the most direct way of extending the productive
careers of older workers. However, only the most progressive decision-makers
will have the sensitively, awareness and wisdom to react to older workers'
needs.
Human resource issues have become increasingly critical to bottom-line
profitability. One reason for concern is the half-life effect, or the time it takes for
an employee to lose half of his or her competence because of changes in
knowledge and technology. This has diminished to a period as short as five
years for information workers, engineers, and scientists (AARP, 1993). Skill
obsolescence also has social costs. For example, psychological costs to
employees who feel outdated, or cumulative costs to an organization from high
turnover, might be staggering. Thus, the determination of organizational training
needs has become paramount to marketplace survival. As a result of market
forces, human resource professionals will be compelled to collaborate with top
management in assessing strategic training needs. By giving attention to these
critical issues, decision-makers can develop business strategies to help predict
which job skills will be needed, and to what degree.
Corporate training programs' are often designed to prepare employees for
promotion, counteract career burnout and the effect of career plateaus, and
combat managerial and technological obsolescence (AARP, 1993). Successful
programs include a review of performance appraisals, which serve as an early
warning source for skills upgrading or retraining. Early intervention can help to
prevent more serious future performance problems, especially those among
older workers. Employers should assess organizational training needs at all
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employee levels to pinpoint special interests and problem areas. However,
employers who create a positive work environment, where they encourage
employees of all ages to use and refine their newly acquired skills, increase their
rate of return on training investments (AARP, 1993).
In conclusion, effective older adult training programs require an
understanding of target participants' diversity of age, as well as their
psychological, physiological and socioeconomic aspects. Assessment at both
the community level and corporate level can improve productive opportunities for
older adults, who can provide their communities with valuable human resources
after their retirement.
Barriers Faced
Barriers to the adoption of computer technology by older adults can be
economic, psychological or ergonomic (i.e., print size and keyboard touch)
(Festervand, Meinert and Vitell, 1994). Although the cost of a home computer
has considerably fallen, it continues to pose a significant problem during
uncertain economic times. Older people living on a fixed income, conditioned to
financial hardships, are often reluctant to adopt new technology. On the other
hand, the media has perpetuated negative stereotypes of older adults'
intellectual capacity and technophobia psychological barriers. Long-term, cross-
cultural effects have resulted from these perceptions, through mixed messages
promoting older adults' fear of failure, and their incapacity to learn new tasks.
However, despite numerous barriers, given the rate of growth in numbers of the
old-old population, demographers predict an explosion in the use of computers
for assistive purposes.
Medical insurance trends now push people more quickly from hospitals
into home treatment, an industry which analysts expect to grow with the
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demographic shifts toward an older population (Woodyard, 1994). Computer
products in community-based housing have been adapted for use by both the
physically challenged and frail older adults, responding to their changing long
term care needs. Festervand, Meinert and Vitell examined perceptions of
persona] computers as lifestyle assistance tools, to identify barriers preventing
the elderly's product adoption and utilization (1994). Findings disproved earlier
research, and demonstrated that computers and assistive technology promote
lifelong independence. They also offer a common agenda for consumers,
advocates and professionals. The needs of community-based older adults who
must compensate for functional, sensory or cognitive losses can be met using
computers. In addition, using home computers to enhance older adults' safety
and independence offers a less costly alternative to conventional community-
based health care. Acceptance of technology and its successful adoption by
older adults depends on a combination of cost, access to adequate training
programs, and adaptability to new technology.
Age discrimination, or agism, often plays a role in an older person's
decision to adopt new skills (Fyock, 1994). In both the workplace and the
community, discrimination means the same thing. It can mean using language
that is offensive to older adults, failing to provide them with the tools for success
on the job, or omitting them from channels of communication. In other words,
agism means revealing stereotypical thinking about what older adults can and
cannot do by virtue of age alone. Program cost, availability of time, and
motivation to learn can also influence actions taken by older adults to obtain new
skills (Festervand, Meinert and Vittel, 1994). Downsized firms' managers are
beginning to realize that older workers' accumulated experience can help teach
and mentor younger workers, which provides an advantage when indoctrinating
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corporate culture (Bronte, 1993). However, these realizations have infiltrated
only the most progressive industries; the majority of organizations have been
slow-even reluctant-to accept the idea of training to avoid skill obsolescence
for an aging workforce.
Society has largely ignored education for older adults, even though a low
birth rate has left many public schools empty (Atchley, 1994). Within ten years,
due to the first-wave baby boomers reaching retirement in large numbers, their
quest for leisure activities may continue to include education, formerly reserved
for the young. Second careers and a regeneration of interest in community
involvement have grown increasingly common among early retirees. Skill-based
training programs have not met the demand. In the business sector, top
management officials, themselves over age fifty, often authorize the purchase of
millions of dollars of high-tech information systems without understanding its
fundamental technology (Lewis, 1994). Therefore, the assessment of corporate
training needs and implementation of appropriate programs, to keep decision
makers themselves up-to-date with information systems, have become
cornerstones of future profitability and progress. Instead of anxious Americans
seeking shelter from workplace transformations caused by new technologies,
society's attention should be directed to the tasks of promoting individual
prospects and developing skills to face the future (Reich, 1994, 4).
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METHODOLOGY
Design of the study
The survey was designed with a direct contact approach and the use of
conventional survey methodology. Two sample populations were drawn from the
Los Angeles community, consisting of beginner level computer users. The
groups were surveyed twice, during the first and final weeks of training.
Key concepts
Today's older Americans treat the search for knowledge as routine, with
each succeeding generation achieving a higher education than the previous one
(Dychtwald, 1990). This makes tomorrow's older people more likely to seek life
long education. While community-based educational programs have succeeded
in introducing computer training to more affluent older adults, they have not
served low-income older adults in inner cities or rural areas (Moody, 1987).
Thus, outreach programs are often needed to identify and reach those who
would benefit most from skills retraining.
An older person's motivation to seek new skills can be reduced by some
of the normal losses associated with aging. Older adults are vulnerable to
economic hardships following society's modernization, resulting from illness and
death of friends and family members, and from a loss of status following
retirement (Atchley, 1994). Some workplace losses are due to drastic changes
in the way large organizations manage and train employees, as well as to
cultural and cohort differences (Festervand, Meinert, and Vitell, 1994). Given
technology's impact on modem business operations, adopting contemporary
training programs can offer workers a way to generate elevated self-esteem and
productivity (Atchley, 1994). Training policies designed to benefit older workers
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often trickle down, benefiting workers of all ages. By 2010, when baby boomers
will swell the size of the retired population, lifestyle options may include
leadership opportunities for older people and opportunities to serve as a source
of energy for community projects.
Baby boomers are the first computer-culture generation with a value
system rooted in the new-age culture of the 1960s. As older employees, their
needs will not be that different from the needs of all workers: they will want
movement, progress and significance (Boyack, 1982). Employers will expect
employees to demonstrate initiative, responsibility and loyalty, and to continue
development of productivity skills. From another point of view, both employers
and workers are concerned with how an aging worker moves through-or stops
moving through-an organization. However, current human resources decisions
concerning training rarely promote involvement by older workers. It is to be
hoped that awareness of this situation will change, given predictions of baby
boomers' pursuit of self-knowledge.
Middle aged and older people have developed expectations for post
retirement life, including opportunities to reach their full potential as responsible,
valuable members of society (Boyack, 1982). In order to reach late-life goals,
baby boomers who feel left out of the information revolution will try to catch up
with the technology super-highway. In 1991, 25 percent of North American
households had at least one member who worked from home, and 70 percent of
them had computers (Feather, 1993). By the end of 1995, older Americans with
a home computer will have increased to 21 percent, up tenfold from 1980
(Schultz, 1995). Global communication links now permit home-based
businesses to operate across geographic and cultural borders, further
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enhancing opportunities for older adults and the home-bound to remain involved
in productive activities.
As a valuable tool to enhance multiple aspects of life, including mental
and physical well-being, computers can provide older adults with significant
benefits. An individual's perceived quality of life deals with an assessment of
various areas of life, such as family and friends, activities, work, income,
neighborhood, and housing (Atchley, 1994). In this study, the focus is on older
adults' satisfaction with work and leisure activities. Their feelings of well-being
have been associated with health, activity level, ability to perform activities of
daily living, satisfaction with physical environment, and cognitive capability
(Atchley, 1994). Computer technology offers potential benefits to every aspect
of life.
Independent and dependent variables
Participants' well-being was evaluated using two survey questionnaires to
measure attitudes and perceptions about computer technology. Independent
variables included age, gender and education. Dependent variables included
quality of life, perceptions and attitudes, the likelihood of further training, the
likelihood of subscribing to a communication service, accessibility, frequency of
use, and adoption of technology.
Development of the Hypotheses
Specific objectives of this research were to: (1) identify potential computer
markets that are attractive to older adults in community life, (2) offer options for
older adults to develop second careers or other productive opportunities, and (3)
reduce negative stereotypes about older adults' capacity for change. The
questions to be researched are:
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1. Can helping middle-aged and older adults reduce their fears of technology
lead to positive psychological transitions during retirement?
2. Do computer education courses lead to more life satisfaction for
individuals after retirement, or while making the transition into
retirement?
3. What effects do age, gender, and educational levels have on the
above?
4. Do attitudes about computer training differ between the two sites?
Sample Populations
A nine-member advisory panel pre-tested the survey instrument, and
determined the clarity of survey questions and face validity. Members of the
panel ranged in age from 32 to 95. Revisions were made to accommodate their
clarifications, but no formal test of reliability was reported.
The final form of the pre-training questionnaire was distributed to a total
of 75 older adults enrolled in two computer training programs near Los Angeles.
Prime Time Computing (PT), a privately owned facility in Long Beach, California,
and Santa Monica College Emeriti Program (SMC), a public institution in Santa
Monica, California, provided participants for this study. Surveys were
administered during February and May 1995, at the beginning of a six-week
training program (during the first or second class) and during its final week. The
research hoped to determine perceptions and attitudes of participants toward
computer technology.
Sample Demographics of Phase I
The sample included nine adults (12%) younger than 59, and 64 (86%)
between ages 60 and 84, with a mean age of 68.7 years (standard deviation of
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7.846). Only one respondent was over age 85, and no one was under age 50.
Of 75 respondents, only one failed to identify their gender. The sample included
29 males (40%) and 44 (60%) females. Fifty-three percent were married, 18
percent (13 respondents) were employed, and all had finished high school.
Over 51% had no previous experience with computers.
Samplo Demographics of Phase II
The second phase sample was composed of 45 participants. Most
respondents were new, since not all of the students in the introductory class
enrolled in the next, intermediate-level class. The respondents included six
adults (13%) younger than age 59, and 39 (87%) between ages 60 and 84, with
a mean age of 68.5 years (standard deviation 0.695). The sample included 30
females (69 percent), and 15 males (31 percent). Forty-seven percent (21) were
married, and all respondents had completed at least a high school education.
Further, 69 percent (31) had at least some college or higher.
Limitations
Several limitations hampered this study's significance. First, sample size
was insufficient to allow reliable statistical analysis, which reduced applicability
of findings to larger numbers. Second, a control group was not available for a
true "before and after" study, and the anonymity of the survey instrument
prevented respondent follow-up. Third, cost and time constraints prevented
improvements in research design or implementation. Fourth, diversity within the
groups, in terms of socio-economic differences, made generalizations about the
sample populations difficult. Finally, the older adults sampled were better
educated and more affluent than older adults from a random sample.
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Data Collection
The first phase of the study addressed expectations, attitudes and
perceptions, and motivations. Expected benefits from learning computer skills
were measured, as well as identification of daily technologies currently used,
from microwave ovens to video cassette recorders. Five-point scales, ranging
from "not at all" to "very likely," assessed methods of their initial exposure to
computers, anxiety and eagerness levels, and typing proficiency. Current
participation in volunteer activities was assessed, in addition to their plans for
using computer skills.
The second phase of the study addressed participants' attitudes and
perceptions after completing a brief computer training program lasting from six to
ten weeks. Respondents' access to a computer was determined, as well as the
frequency and length of practice time since the training program began.
Independent demographic variables (age, marital status, and education)
were requested during both phases of the study, while income level was
requested during only the first phase. Income measurement was deleted from
the second phase after several participants complained by writing negative,
open-ended comments. Both instruments included several open-ended
questions regarding attitudes toward retirement and self-image.
SMC respondents received verbal instructions prior to questionnaire
administration, with opportunities to ask questions both before and during the
survey period. No time limit was imposed for either group. However, the PT
participants self-administered the survey at home or at the facility, while the
SMC group completed the questionnaires during class. All answers were self-
recorded by respondents.
28
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The study used chi-square and student t-tests to analyze relationships
between independent variables: age, gender, educational status, and site; and
the dependent variables: attitudes and perceptions about computer technology.
Frequencies and means helped to establish normative information.
Although significance of findings was limited, and may have been due to
chance, given the small population, overall means and group means by site and
gender are presented in Table 1. The Phase I chi-square and t-tests revealed
no significance, and were subsequently not reported. Phase II chi-square
results are included for site and age, but results by gender were omitted due to
lack of significance.
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TABLE 1: OVERALL AND GROUP MEANS-PHASEI
Maan baaad on a f t * pom M k H o rn T w » al ai»1*
(Important, W M M . M M . aagar. a r a O o u a ) to
* -- - — » »
w )r3
O m n i maan
QrouoMaana
IMaan DWaranoa)
O J U Si a
Oandar
SMS E l
Famalaa Malaa
How do you fa d about computar training:
M B d O IW 110(136) 1178 2324 1227 2357
(0366) (0370)
•agar 133(1.01) 1.756 1470 1302 1000
(-0.716) (-0.088)
How n M M are you with tha way your lim a i t 3/44 (1.08) 1464 3379 3305 3307
apart?
(0.069) (0388)
How wM you uaa oomputar ittta ?
To banafit daily IHa, aa anothac 336(1.34) 3316 3333 3309 3.423
eomartanea
(-0218) (-0.114)
For plaaaura 336(134) 3320 3300 3378 3269
(-0.160) (0.109)
For aducational raaaona 3.64(133) 3368 3.923 3.710 3.480
(4)354) (0331)
To imprava aatf aataam 338(136) 3326 3.143 3333 3.130
(*•183)
(0303)
30
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PHASE I - CONTINUED
Man baaed on )N *t, no*0
OvaraNmean
Qmut
(Meant
im ant
What arc your aapectatlona M ar
training?
(S.D.)
SMC
Sit
PT
^ -------- a -
n fn M
Oandar
Mala
To aaaM in a iob aaareh 0222 (0.419) 0338 0.177 0358 0.179
(0380) (0377)
i
s
1
.2
0247(0282) 0358 0324 0337 0357
(0331) (-0320)
To play oomputar gamee with my
fatandUdde
0238 (0.428) 0300 0383 0358 0314
(-0-153) (0342)
To communicate on-tine with
othare
0225(0.498) 0393 0329 0.455 0357
(-0.137) (0397)
To atari a naw buainaaa 0.123(0331) 0.125 0.118 0.114 0.143
.(0307) (•0.029)
TA B L E I: .PHASE D OVERALL A N D G R O U P M E A N S. C H I -S Q U A R E
M a a n baaed on yes*1.noaO Overall Means (Chi-Square)
(SO)
SSt A tt
Do you have accaaa to a computar, at home or
work
0.489(1384) 11.684— ns
What ware the main aecompliahmenta of your
computar trainina:
entertainment 0364(0.489) 4337— ns
track personal finances 0273(0.452) na ns
accaaa to information superhiahwav 0381 (0.435) ne ns
oaraonai orowth 0384(0.489) RS ns
craativo ooDortunltv 0242(0.435) X I71— ns
track family hiatorv 0.121 (0.415) ns ns
How did the computar experience taem to
you?
gratifying 0357(0333) 2J51* ns
stressful 0338(0.431) ns ns
rewarding 0338(0.431) ns 2228*
disaooointina 0395(0397) 3.140* 1.981*
challenging 0300(0306) ns ns
haooy 0.190(0397) S.979-* ns
intimidating 0388(0.457) ns ns
frustrating 0382(0.445) ns ns
fun 0388(0.457) ns ns
acarv 0.095(0397) 2X53* ns
motivating 0288(0.457) ns ns
unpleasant 0.024(0.156) ns ns
TABLE 2: RESPONDENTS' ATTITUDES AND PREFERENCES
% Somewhat to vsrv likely to taks further computer trainina 88%
% Who up se t to subscrfb# to any commercial information or communication services (i-*^ Prodigy. CompuServe.
America On-line)
43%
Frequency of use weekly or le ts 78%
Lenoth of typical session. <2 hours per week 98%
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Open-ended Responses to Pre-training Questions
What do you hope to gain from learning computer skills?
Respondents reported that they wanted to use computers for mental
improvement, for stimulation, for fun, to catalog videos and knitting patterns, and
to compile monthly newsletters.
How did you become interested in computer training? Six
respondents received computers as gifts, implying that the idea to begin
computer training was suggested by a friend or family member.
if you could change something about the way you spend your time,
what would it be? Three participants answered that they should exercise more,
have more social contact, cut out a lot of TV watching, and have more time to
develop mental and computer skills. Several respondents sought opportunities
for socialization that involved other people.
What are your expectations after training (i.e., how w ill you use this
knowledge)? Several respondents planned to purchase a new computer, to
access computer information at a local library, and to feel more "with it." They
wanted to be better able to converse with others who use computers. One
respondent complained, "My wife is a writer. At the moment I type all of her
work." Two respondents wanted to write "the great American novel," while three
wanted to write short stories or plays. One industrious participant wrote that
they would use computer skills for "mathematical solutions of simultaneous
linear equations, and rector and tensor analytical solutions."
Do you devote any time to volunteer work? About half (37) of the
respondents answered no, while the remaining group (34) performed a litany of
activities. The most prevalent form of volunteerism was with a church or
synagogue (6), and as docents in museums or community facilities (4).
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Participants also donated time to hospitals, foundations, and charities (City of
Hope, MS Society, handicapped, senior centers, public television and public
radio stations). The diversity of volunteer activities reflects the heterogeneity of
the participants, including those from similar socioeconomic backgrounds.
Phase I Results
Survey participants' opinions regarding perceptions of and expectations
concerning computer skills, specific applications, and likelihood of subscribing to
an on-line service and taking further training are summarized in Table 2. The
tables show overall mean and group means for site, gender, and age.
it is important to note that daily types of technology were more popular
among females in the sample, who reported using more kinds of electronic
conveniences than males (see Table 3).
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TABLE 3: MEANS FOR EVERYDAY TECHNOLOGY USED , BY GENDER:....
Females Males Total
Microwave ovens 0.886 0.862 .878
Phone answering
machines
0.864 0.724 .811
Automatic bank tellers 0.614 0.655 0.622
Cable television 0.744 0.655 0.712
Compact disk player 0.545 0.310 0.446
Calculators 0.833 0.750 .803
Video cassette recorders 0.818 0.793 .811
Computer games 0.372 0.241 .329
M m M o m on yoom. no-0
Comparisons between the two training programs revealed relatively few
significant differences (Table 1). For most statements, the overall mean
response scores fall between 3.0 and 3.7, indicating that respondents felt that
computers were neutral or somewhat important. This suggests that older adults
have not yet formed strong opinions concerning the potential benefits and roles
of personal computers in improving quality of life.
Phase II Results
Due to time and cost constraints, respondents from both sites were
combined into one population (n=45) for analysis. Table 1 summarizes some of
the findings. More than half (23) of the participants had no experience using
computers prior to training, nor did they have access to a computer, either at
home or at work. However, even respondents who had access to a home
computer practiced on the computer once a week or less, when they attended
their weekly training session. This indicates that barriers continue to keep them
from adopting their home computer for daily use.
Respondents were, for the most part, uncertain about their computer
experience, with scores showing a general centrality. As a group, the Phase II
scores lean toward negativity. Hardware and software such as word processing
programs and printers were popular, but computer games were less not. Less
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than 30 percent reported that they took computer training for the opportunity to
socialize, while almost half said they planned to subscribe to an on-line
communication service like America On-Line. Almost all of the respondents
were somewhat to very likely to take additional computer training.
Several participants' comments are worth noting. One person wrote, "I
hope to be able to [use computer skills to] help a grandson who has a learning
disability." A male respondent wrote, "I used a Bendix computer in the early
1950s, worked on IBM cards in the early 1970s, [but] have never used modem
computers of the 1990s." Several respondents wrote positive and appreciative
comments regarding the use of computer technology to enhance daily life.
Without question, the computer experience would help form the basis for
meeting other challenges.
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DISCUSSION
Numerous statistical analyses were run in an attempt to find significant
relationships among the older adult students sampled. However, as stated
previously, the results of this study were limited. In addition, socio-economic
status of the older adults sampled was higher than that of the general
population, which may have influenced findings. Finally, if the hypotheses were
off target, findings would neither confirm nor disprove them.
Open ended responses provoked several unanswered questions about
the sample. For instance, if a friend or family member's gift of a computer
provoked the idea of enrolling in a training class, was the motivation to take
computer training based on guilt? The respondents may have misinterpreted the
question measuring the likelihood of using computer skills to find a job, which led
them to respond negatively. It seems clear that the sample did not fully
understand the capabilities or opportunities for using the computer as a resource
to enhance quality of life.
Further research is necessary in order to identify significant outcomes of
computer training, using a larger random sample and a valid survey instrument.
As computer training and technology diffuse throughout the market, older adults
will form stronger attitudes and perceptions, which will facilitate future research
findings. At the same time that customized private and public educational
programs develop to meet the expected demand, older adult consumers will be
gaining an increased awareness of potential computer applications. On-line
communication between SeniorNet members and political representatives has
already shown its power, influencing social and political institutions. For
instance, during the White House Conference on Aging held in May 1995 in
Washington, D.C., participants across the U.S. held two-way communication with
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its director. They enjoyed immediate feedback about the events as they were
taking place.
The potential for increased attention to computer training programs is
dependent on circumstances in the public and private sector and increased
awareness. The economic and social importance of skill obsolescence to older
workers will take on added significance, as baby boomers reach old age. As
Robert Reich, the Clinton Administration's Secretary of Labor said, "U.S.
competitive strategy must be based on the American workforce because the
people are the only resource that remains in any meaningful sense 'American'
(Reich, 1994, 5)." In the new model for American competitiveness, the process
requires constant experimentation, readjustment, and incremental
improvements, in order for workers to form rapid responses.
Analysts predict that by the year 2010, a critical retirement year for
boomers, computer technology will be commonplace. If manufacturers respond
to the major barriers to the adoption of computers (cost, psychological and
informational impediments), then user-friendly programs, design and service
improvements will help diffuse computers in the marketplace.
Previous research suggested that younger, more affluent older adults
were more responsive to computers (Festervand, Meinert, & Vitell, 1994). Yet,
older adults with work-based computer experience and the socially active are
also more likely to be influential opinion leaders. They are also more likely to
seek community-based computer information in senior centers, libraries and
public facilities, which will help keep them independent.
Progressive employers can meet their future labor force needs by training
current workers to update skills instead of buying new labor. This type of
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employer develops training programs through two-way communication with older
workers, so that programs will be practical, efficient and effective.
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CONCLUSION
Despite the sample's eagerness to master the techniques of computer use, the
data obtained in this study did not support the hypotheses. Enhancing an older
person's quality of life may eventually depend on their ability to rediscover excitement
about learning. In return, computer training programs can help reduce inter-
generational stress, by offering older adults access to current information and
technology. Offering home-bound elderly the opportunity to learn skills to communicate
on-line reduces social isolation.
In terms of overcoming significant barriers, computer training for older
adults is an expensive proposition. Social opinions about the utility of older
workers should become more open-minded, particularly about acceptable
behavior and lifestyles, to effectively change negative stereotypes. Policies and
practices that favor older adults will begin to proliferate in both the workplace
and community as more of them respond to technology in resourceful ways.
Much of the literature cited here has focused on attractive benefits, yet
this paper tries to balance the view by looking at both positive and negative
perceptions. Respondents were not seeking to utilize computers to further
economic growth or to seek employment. They were also neutral about the
importance of computer skills as a conduit to enhanced life satisfaction, and
were satisfied with the way their time was spent. They were more affluent than
the majority of older adults.
Further studies are essential to provide a better understanding of older
adults’ motivation for lifelong education, and of preferences for leisure
amusements to enhance their life satisfaction. Employers' and older workers'
future training needs can be met by performing ongoing assessments of
programs and older adult trends. In the next few decades, society will require a
39
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complete overhaul of the educational system to keep pace with technology.
Global access has improved the rate of information diffusion to the overload
point for even highly intelligent, well-educated people. Tomorrow's older adults
can improve their quality of life with educational programs designed with
sensitivity, leading to appropriate societal contributions.
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45
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APPENDIX A
PRE-TRAINING SURVEY
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PRE-TRAINING SURVEY
QUESTIONNAIRE
COMPUTER TRAINING FOR OLDER ADULTS
1. What do you hope to gain from learning computer skills? Please rate the
following from 1=not at all important, to 5=very important
_________ seeking reemployment
_________ because of current work requirement
_________ personal knowledge/growth/keep tabs on finances
_________ afraid of being left out of information superhighway
_________ communication link on-line with others/access to public
information (about Social Security and other entitlements)
_________ bored, I want intellectual stimulation
_________ improvement of retirement years/launch a new venture
_________ to organize events
__________ other (please indicate)
2. New technologies re coming into the market every day for home or
business use. Which, if any, of the following technologies do you use?
yes (please explain)
no
3. How did you become interested in computer training?
a friend or family member owns a computer
offered or required by employer to remain on the job
advertisement or article in media
curiosity
other (Please explain)
47
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4. How do you feel about computer training? (Circle one)
(i.e., very anxious=1; somewhat anxious=3;
not at all anxious=5)
1 2 3 4
(very eager=1; somewhat eager=3; not at all eager=5)
1 2 3 4
5. How well do you type?
not at all
a few fingers, slowly
a few fingers, quickly
touch typing, slowly
__________ touch typing, quickly
6. Overall, how satisfied are you with the way your time is spent? (Circle
one: very dissatisfied=1, ok=3, very satisfied=5.)
1 2 3 4 5
7. If you could change something about the way you spend your time, what
would it be?
8. What are your expectations after training (i.e., how will you use this
knowledge)?
_________ to assist in a job search
_________ to keep up with technology
_________ to play computer games with my kids/grandkids
_________ to communicate on-line with others
_________ to start a new business
_________ other (please explain)
48
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9. How will this new skill benefit your daily life? Please rank the following
from 1=not important, to 5=very important.
_________ as another convenience
_________ for pleasure
_________ for educational reasons
_________ to improve self-esteem
10. Is there a special or unique way you will utilize your computer skills?
_________ Volunteering in community activities
_________ re-employment in labor force
_________ other (please explain)
11. Are you currently employed for a salary?
yes
_________ no________
If not employed, would you like to get a job after training?
yes
no
12. Do you devote any time to volunteer work?
yes. Please explain
no
13. DEMOGRAPHIC INFORMATION
Your age:
__________ under 50
_________ 51-59
__________ 60-69
__________ 70-84
over 85
Gender:
Male
female
49
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Marital status:
_________ single
_________ married
_________ divorced, separated, or widowed
Do you live:
_________ alone
_________ with significant other
_________ with family
_________ with peers/friends
What level of education have you completed:
_________ Less than high school
_________ High school degree/equivalent
_________ 4-year college degree
_________ Masters level
_________ Ph.D.
_________ Certificate program
Income:
_________ Less than $9,999
_________ $10,000-29,999
_________ 30,000-49,999
_________ 50,000-69,999
_________ 70,000 or more
14. Please add any special comments that you would like to share
Thank you for your time. Please return this survey to the designated person
immediately to facilitate the results.
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APPENDIX B
POST-TRAINING SURVEY
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POST-TRAINING SURVEY
QUESTIONNAIRE
COMPUTER TRAINING FOR OLDER ADULTS
1. How much experience did you have using computers before the
training? (Check one answer)
1=none
2=sat in front of a computer before
3=played around with a computer a few times
4=some previous experience
5=l've had significant previous experience
2. Do you have access to a home computer? (Check one)
yes
no
3. How often have you sat in front of a computer since beginning
your training? (Please check one answer)
1 =weekly or less often
2=several times a week
3=almost daily
4=at least daily
5=several times a day
4. Approximately how long has a typical session lasted in front of
the computer since beginning your training? (Please check one
answer)
1=fifteen minutes or less
2= more than 15 minutes, but less than an hour
3= one to two hours
4= from two to four hours
5® more than four hours
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5. What were the main accomplishments of your computer
training? (Please check all items that apply to you)
a. I can now entertain myself with the computer
b. I can keep track of personal finances
c. I can keep up with information superhighway
d. I found a chance for personal growth in retirement
e. Computers give me a creative opportunity to express myself
f. Computers help me to keep track of family history
g. Other (please explain)
6. At this point in time, how hard or easy did you find it to actually
use the computer? (Check one answer)
1=very hard
2=somewhat hard
3=neutral
4=somewhat easy
5=very easy
7. Some people love computers, others hate them, while others are
neutral. How did this computer experience seem to you? (Please
check the items that apply to you)
a. gratifying
b. stressful
c. rewarding
d. disappointing
e. challenging
f. intimidating
.......... fl-
happy
h. frustrating
i. fun
........ |.
scary
k. motivating
I. unpleasant
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8. Please check all of the following computer items that you have
used:
a. electronic mail
b. on-line communication (chat lines)
c. word processing
d. spreadsheets (e.g., Lotus, Excel)
e. database
f. printer
g. programming (e.g., D*Base, C+)
h. games
9. Did you take computer training to provide you with the
opportunity to socialize and interact with others? (Check one)
yes
no
10. Do you expect to subscribe to any commercial information or
communication services (i.e., Prodigy, CompuServe, America
On-line)? (Check one)
yes
no
11. How likely are you to take further computer training?
(Check one)
1=not likely at all
2=somewhat unlikely
3=neutral
4=somewhat likely
5=very likely
12. On balance, do you view retirement as a positive or negative
event for you personally? (Check one answer)
1=very negative
2=somewhat negative
3=neutral
4=somewhat positive
5=very positive
13. What do you now view as the key concerns that you faced
during computer training?
54
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14. DEMOGRAPHIC INFORMATION
a. Your age:
under 50
51-59
60-69
70-84
over 85
b. Gender
Male
female
c. Marital status:
single
married
divorced, separated, or widowed
d. Education completed:
Less than high school
High school degree/equivalent
4-year college degree
Masters level
Ph.D.
Certificate Program
15. Please add any special comments that you would like to share.
Thank vou very much for your time. Please return this survey to the
designated person immediately to facilitate the results.
If you would like to know the outcome of this research, please ask your
instructor to advise you of its completion.
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Asset Metadata

Creator Goldman, Wendy Ellen (author)

Core Title Computer training for older adults: benefits and opportunities

School School of Business Administration

Degree Master of Business Administration / Master of Science

Degree Program Business Administration,Gerontology

Degree Conferral Date 1995-08

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag business administration, marketing,education, adult and continuing,gerontology,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Weg, Ruth B. (committee chair), Folkes, Valerie (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c16-358

Unique identifier UC11337142

Identifier 1376456.pdf (filename),usctheses-c16-358 (legacy record id)

Legacy Identifier 1376456.pdf

Dmrecord 358

Document Type Thesis

Rights Goldman, Wendy Ellen

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA