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Older workers represent an increasingly important source of labour for organisations. Irrespective of age, a worker needs the appropriate skills and knowledge to be productive and to help the organisation achieve its strategic objectives. However, in many organisations, older workers are less likely to be offered training opportunities than their younger compatriots. This is due, in part, to negative stereotypical assumptions about older workers by managers. Learning and training are influenced by an individual’s career span and motivation. As a person ages, their work-related needs will change. There is a shift from growing and developing their career to a focus on security, maintenance, emotional satisfaction and mastery. Cognitive change takes place during a person’s life, and a gradual decline in primary mental abilities can be expected, but the notions of general decline are simplistic and misleading. A person is able to learn at any age and the older worker is capable of adjusting to changes in work. Many people assume that older workers are homogeneous but this is not the case. There are significant differences between older workers and these differences need to be acknowledged and understood. The organisational culture will affect learning and training opportunities for older workers, as will the attitudes of managers to older employees. Learning and training for older workers will also be influenced by the national culture and, in this chapter, selected Asian countries are discussed. The chapter concludes by offering recommendations regarding learning and training for older workers in organisations.

Purpose – This chapter aims to describe and analyze practices and activities linked with the traditions – and their transmission between the cadets – in Saint-Cyr, the French military academy.

Methodology/approach – The methodological approach was anthropological, consisting of immersion, observation, and interviews during the first three years of training of the future French army officers.

Findings – Traditions in Saint-Cyr are an opportunity for cadets to be elected by their comrades in order to lead the class. This contribution focuses on these elected cadets’ characteristics and shows that having such a responsibility comes along with advantages and privileges, and, at the end, with a better grading.

Originality/value of the paper – It is the first time that a researcher was allowed to follow all activities and study a class in Saint-Cyr during the three-year training period. This study provides a look inside the daily cadets’ life and shows that the traditions are not just an anecdotal aspect of cadets’ life, but perfectly witnesses all challenges, power positions, and stakes associated with them.

Ayrshire has a very high educational reputation in Scotland, and not without reason. It has recently introduced an all‐through, all‐in (no privileged academies excluded), 12–18 comprehensive provision which shows up well against the contorted schemes in other areas. But, before we are carried away in admiration, it is as well to escape from the intimidating myth that Scottish education is ipso facto superior to our own. Certainly in the era of selection, the provision in Ayrshire was arguably more egalitarian. The academies took in up to 40 per cent of the school population at age 12 and passed the majority of these on to some form of higher education. But the tradition was, and still is, strongly academic to the detriment of the other 60 per cent who suffered the double disadvantage of an academic approach unlikely to cultivate their talents before the crucial birthday, and the belief which complements a large selective take‐up that ‘those who would be capable of benefiting from this kind of education’ are getting it.

In a process termed “organizational centrifugalism,” this chapter describes how avant-garde artists sought new, alternative organizational spaces for innovations in the visual arts from the late nineteenth century through the early twentieth century and how new alternative marketspaces co-evolved with these new organizational spaces. Organizational centrifugalism begins with the denouement of the state-run Salon and Academy in the mid-nineteenth century; the rise of the dealer-critic system and other, non-salon alternative exhibition spaces of French Impressionism in the latter half of the nineteenth century; and through many new organizational spaces associated with Modernism such as formal artists groups, museums, great exhibitions, schools of art, and Modernist art itself. The ultimate effect of organizational centrifugalism is drawing avant-garde art closer to the public and eventually the masses. Excessive organizational centrifugalism, however, can be dangerous to the avant-garde art.

This study aims to address two interrelated research questions. First, to compare the academy performance of police recruits trained under a traditional academy curriculum with the performance of those trained under a new academy curriculum based on community policing. Second, to investigate whether a different “type” of recruit performs better in the community policing curriculum compared with the traditional curriculum.

Regression analysis is used to estimate the effects of independent variables on three dependent variables that indicate academy success: average academy scores, failure experiences, and post‐academy employment.

Results suggest that more highly educated recruits and female recruits fared better in the community policing curriculum but that, overall, recruits in the community policing curriculum performed similarly to their traditional counterparts.

The findings suggest that newer police training models may be rewarding skills consistent with the community policing philosophy, such as education. This is a study of one police training center that has instituted a new training curriculum, so results cannot be generalized to other training centers. The community policing curriculum was in the early stages of implementation when data were collected and was therefore not yet standardized. Finally, the analysis is limited to predicting the success of police recruits in the academy, rather than predicting their job performance.

Few studies have examined academy training in community policing. This study is a first step to broadening understanding of the impact of academy training in community policing on police recruits.

The purpose of this paper is to explore US Chinese older adults’ views regarding elder abuse interventions in order to understand barriers and facilitators of help-seeking behaviors.

The study design was qualitative, using a grounded theory approach to data collection and analysis. Community-based participatory research approach was implemented to partner with the Chicago Chinese community. A total of 37 community-dwelling Chinese older adults (age 60+) participated in focus group discussions.

Participants viewed many benefits of intervention programs. Perceived barriers were categorized under cultural, social, and structural barriers. Facilitators to implement interventions included increasing education and public health awareness, integrating social support with existing community social services, as well as setting an interdisciplinary team. Perpetrators intervention strategies were also discussed.

This study has wide policy and practice implications for designing and deploying interventions with respect to elder abuse outcome. Modifying the cultural, social, and structural barriers that affect health behavior of Chinese older adults contribute to the salience of elder abuse interventions in this under-served.

This study aims to investigate the perceptions of elderly learners in experiencing Zoom learning under the effects of COVID in the case of Hong Kong.

An online survey and focus group interviews have been conducted with quantitative and qualitative approaches, respectively. The survey design was based on the input-process-output (IPO) model conceptual framework and used to assess students’ perceptions regarding their Zoom learning experiences at the Elder Academy of Hong Kong Metropolitan University. Thereafter, selected students were invited to participate in focus group interviews to offer more in-depth comments for analysis purposes. Statistical Product and Service Solutions software and SmartPLS were used for data analysis of the survey, and content analysis was used to summarize opinions from the focus group interviews; thus, a comprehensive picture of elderly learners’ learning experiences on Zoom is presented.

An overall positive perception was the result of elderly learners’ Zoom learning journeys, particularly in the “input” and “process” stages of the IPO model. Yet, their perception of the “learning outcomes achieved” level in the “output” stage was lower among the rest, thus strongly affected by the factors of “interactions” and “teaching” experienced by elderly learners on Zoom. Although the perception of the youngest age group was more positive, none have agreed that Zoom learning was more favourable when compared with the traditional face-to-face mode.

Given Zoom as the short-term replacement option under the COVID pandemic, this study will provide recommendations for educators/institutions to improve their design of the whole learning process for elderly learners on the Zoom platform.

The purpose of this paper is to explore the following questions. First, what are the experiences of family caregivers in caring for community-dwelling stroke survivors? Second, what services help or do not help the caregivers in managing their caregiving role?

A qualitative study was conducted with a total of six focus group interviews with 29 stroke caregivers selected using convenience sampling in a local community centre. All interviews were recorded and transcribed for content analysis.

The results pointed to three main themes working together to facilitate desirable outcomes in caregiving and prevent elder abuse: factors contributing to caregiver stress and factors that have a buffering effect on caregiver stress and unmet needs identified from caregivers’ experiences.

The authors found that there were a number of factors contributing to caregiver stress. The findings matched with the concept that caregiver stress should not be considered as the primary cause of elder abuse. Findings provided information for further research to investigate positive coping and adjustment for stroke survivors, caregivers and their families.

Policy makers and service providers may consider specific policies and tailor-made services to enhance the effectiveness of current practice. The themes emerging from the study could be further reviewed in a longitudinal way to explore the cost-effectiveness, the outcomes and trajectory of interventional programmes.

Education would be essential to let the public understand caregivers’ difficulties and needs. Prevention of elder abuse may be approached with a range of risk factors for both perpetrating and being elder abuse victim.

From the findings of the study, the authors found that there were service gaps within policy and interventions. Concrete suggestions for improving the public's attitude and public facilities/transport for the disabled were captured in the study. In addition to personal resilience, caregivers had a strong wish for a supportive environment and services that would facilitate a better caregiving outcome.

The purpose of the current study is to expand the existing knowledge base that seeks to determine which pre‐employment factors can predict which police candidates will successfully complete the training academy.

The data for this study were collected from application and personnel records of 503 police recruits accepted into the Baltimore County police academy. The dependent variable, success in the academy, was measured as a dichotomous variable (1=graduated; 0=not graduated). The independent variables were routine employment factors.

A key finding was that general work experience was better at predicting successful completion of the training academy than prior police experience and prior military experience.

In this particular study it was determined that police recruits who had a prior arrest record or prior illegal drug use and also had prior work experience could successfully complete the police training academy. However, these results are limited to those police organizations that give individuals who had a negative encounter with law enforcement a second chance.

Few studies have examined the relationship between background characteristics and successful completion of the police training academy. This study broadens the understanding of the need for police applicants to have a solid record of general work experience.