Developing age-inclusive mindsets in future managers: Insights from a classroom intervention

Abstract Background and Objectives The increased participation of older workers in the labour force has brought about various challenges for managers. This study investigates whether a brief classroom-based intervention may influence management students’ attitudes towards older workers and their willingness to work with them. Research Design and Methods The intervention combined feedback on aging-related knowledge with testimonial videos from older workers. A total of 208 first-year undergraduates completed surveys before and immediately after the intervention, with 92 participating again one month later. Results Paired samples t-tests revealed significant immediate improvements across perceptions of older workers’ adaptability, conscientiousness, generosity, and performance and value, as well as in willingness to work with older workers. Improvements in perceptions of adaptability were particularly salient and most improvements persisted at follow-up. Structural equations modelling further indicated that perceptions of generosity consistently predicted willingness to work with older workers, whereas perceptions of adaptability and conscientiousness did not. Performance and value were significantly associated with willingness in the initial stages but not at follow-up. The model explained 12-20.5% of the variance in willingness to work with older workers. Discussion and Implications Findings suggest that even brief interventions combining factual information with intergenerational exposure may foster attitudinal shifts that remain evident one month later, particularly by enhancing perceptions of adaptability. The results further underscore the importance of addressing not only competence but also affective and relational dimensions of ageism, such as perceptions of generosity.