Learning And Qualifications 3 - Slide 4/4

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From the conference Competence 50+ 2007 in Gothenburg, Sweden.

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Learning And Qualifications 3 - Slide 4/4

  1. 1. Competence 50+ Dialogue Seminar: Learning and qualifications 3 Gothenburg, 19 June 2007 Robert Anderson European Foundation for the Improvement of Living and Working Conditions
  2. 2. Lifelong learning: Participation rate by age group, 2003 Formal education Non formal education/training
  3. 3. Attitudes to learning of older workers <ul><li>Perspectives on older workers – interest, return on investment, productivity </li></ul><ul><li>The views of HR managers </li></ul><ul><li>– Ability and motivation to learn </li></ul><ul><li>– Flexibility and open-minded to learn </li></ul><ul><li>The views of older workers </li></ul><ul><li>– Need for new learning </li></ul><ul><li>– Usefulness of further qualifications </li></ul><ul><li>Positive attributes of older workers – communication, reliability, accuracy, experience </li></ul>
  4. 4. Developments in measures over the last decade <ul><li>Most common measures are in training and development followed by flexible working </li></ul><ul><li>Increase over time in the diversity and complexity of approaches to age management </li></ul><ul><li>Tendency for measures to promote health and well-being to be reported more, and specific measures for recruitment or redeployment less </li></ul><ul><li>Targeting to skilled manual workers still prominent but more attention to professional and managerial staff – and more attention to all age groups </li></ul><ul><li>Little specific attention to low-skilled, or to gender issues </li></ul>
  5. 5. Good practices in learning for an older workforce <ul><li>The absence of age limits in determining access to in-house learning and training opportunities </li></ul><ul><li>Specific provisions in providing leave </li></ul><ul><li>Analysing the skills needs of the organisation </li></ul><ul><li>Defining training opportunities as being an integral part of career planning and not solely as job-specific </li></ul><ul><li>Linking training schemes to an individual’s life course </li></ul><ul><li>Organising work so that it is conducive to learning and development – for instance, within the framework of mixed-age teams and groups </li></ul>
  6. 6. Reported benefits of age-related training policies <ul><li>In-house training and further education of older employees helps raise the workforce’s overall skills level and capacity for innovation </li></ul><ul><li>With older employees on the payroll, younger staff see greater potential for career development </li></ul><ul><li>Improvements in the quality of an organisation’s products and services </li></ul><ul><li>Participating in on-the-job training boosts the employability of older workers: it makes them more motivated and flexible </li></ul><ul><li>Training at younger ages increases interest and motivation for personal development later in career </li></ul>
  7. 7. Some lessons to support learning for an ageing workforce <ul><li>The speed of learning should be determined by the people themselves </li></ul><ul><li>Fear of learning and failing is increased by competitive situations </li></ul><ul><li>New knowledge should follow on from what is known </li></ul><ul><li>Informal is better than formal learning! </li></ul><ul><li>Create learning groups of mixed ages </li></ul><ul><li>Select active learning methods such as discussion, role play, case method, and business games </li></ul>
  8. 8. Conclusions <ul><li>The future workforce is an older workforce – need to extend awareness </li></ul><ul><li>Effective approaches to learning among older workers are possible and productive – the main barriers are in attitudes and commitment </li></ul><ul><li>Age management demands investment in the skills and employability of older workers, but also attention to health, working conditions and work-life balance </li></ul><ul><li>While the focus should be on continuous training and development, some older workers need compensatory provision </li></ul><ul><li>Policies should consider the whole of working life – working, learning and caring over the life course </li></ul>

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