Working and ageing - Cedefop - Europa

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168 Working and ageing Guidance and counselling for mature learners becoming blurred by the notion of semi-retirement as a way of easing the transition from work to full retirement, with employees moving into selfemployment, taking short-term contracts, reducing their working hours or moving away from their previous main line of work (Humphrey et al., 2003). Also, after retirement age many people are engaged in civic and social activities, such as caring and volunteering (McMunn et al., 2009). So, with changing expectations of how long people will work, there are challenges of supporting the continuing education and development of older workers, as workers may need to maintain a set of work-related competences and manage effective work transitions for much longer than has been customary in the past. Personal agency is an important driver of individual work and learning trajectories, and there is an increased role for reflection and reflexivity as individuals shape their work trajectories. Individuals seek a degree of personal autonomy in how their careers develop (and the meaning attached to career) but, in parallel, they also seek opportunities to exchange experiences with peers, colleagues and guidance practitioners. There is an urgent need to support individuals in navigating their way through increasingly complex work and life contexts and, in particular, helping individuals become more reflective at individual level through provision of career guidance and counselling as a key component of a lifelong learning strategy; and introducing reflective strategies in organisations (in support of both individual empowerment and organisational development). Even within generally successful careers, anxieties were expressed about the risks connected to overall dynamics and change associated with career development and with organisational changes and structural constraints – people recognised that navigating a career path could be fraught with difficulties. Personal agency (proactivity and responding to opportunities) is important but there is also value in helping individuals develop a coherent career narrative: where they have been; where they are; and where they are going. Many individuals are actively shaping their personal work biographies (but they also value help to do this) and older respondents were engaged in active career development in their 40s and 50s. However, a few had decided that they were not going to engage any further in substantive learning and development, above what was required to work effectively in their current job. This attitude was sometimes linked with a lack of reflexivity of individuals to think about their own skills, a reluctance to think in terms of skill sets – rather there was a tendency to rely upon an attachment to an occupational/organisational identity that may be vulnerable to change. In this context, coupled with the demographic shift towards an ageing workforce, there could be real cost-benefit advantages in offering mid-
CHAPTER 9 Changing patterns of guidance, learning and careers of older workers in Europe 169 career workers career guidance which could extend the length of their careers. One benefit could come from an increased willingness to continue working after a career shift for some, while others could also value the career guidance process for affirming them in their current path. Job mobility for some individuals in a range of contexts could act to support upskilling, reskilling, employability and integration of older workers for longer in the labour market. From a policy perspective access to career guidance services at times of transition appears crucial for positive outcomes for individuals and the labour market. 9.1.3. Changing understandings of career development The nature of career development has changed and continues to change. Osipow and Fitzgerald distinguish between career choice as a point-in-time ʻeventʼ and a developmental ʻprocessʼ over a longer period (1996, p. 54), while others emphasise career as ʻthe evolving sequence of a personʼs work experiences over timeʼ (Arthur et al., 1989, p. 8). Young and Collin argue that ʻoverall, career can be seen as an overarching construct that gives meaning to the individualʼs lifeʼ (2000, p. 5). Differences in the interpretation of concepts and terminology in this area extend to cultural, linguistic and methodological differences (Van Esbroeck and Athanasou, 2008). Ball (1996) recognises that individuals are able to take responsibility for their own career choices and decisions and to achieve this effectively, individualsʼ ability to review and reflect upon their career transitions needs to be developed. Through a process of self-reflection and evaluation, individuals become more comfortable and confident in their decisions (Gati and Saka, 2001); aware of their particular skills (Boyatzis et al, 2000; Gati and Saka, 2001); and are able to identify preferred outcomes and goals (Boyatzis et al., 2000). The process of self-reflective evaluation (sometimes prolonged), that is characteristic of this career decision-making style, is closely linked to development of greater levels of self-awareness and self-knowledge, with individuals using this as the basis for future action and decisions. However, individuals who take unexpected opportunities and tried (often successfully) to turn them to their advantage are described as engaged in a process of opportunistic career decision-making. These individuals exploit opportunities rather than make active choices about work (Banks et al., 1992; Bimrose et al., 2008). Clientsʼ career plans could seem vague, undecided and uncertain. This resonates with the concept of ʻplanned happenstanceʼ that encourages receptiveness to randomly occurring opportunities that could be critical in shaping careers (Mitchell et al., 1999) and the need for practitioners to place greater importance on context (Bright et al., 2005).
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EN Working and ageing Guidance and
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A great deal of additional informat
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Foreword Population ageing is one o
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Acknowledgements This publication r
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8. Policy, research and practice: s
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14.2. Participation rates of indivi
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CHAPTER 1 Setting the scene: promot
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To improve quality and transparency
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Gomes present the set-up and outcom
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CHAPTER 2 Do European employers sup
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CHAPTER 5 Cognitive ageing in older
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CHAPTER 13 A Swedish programme for
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CHAPTER 14 Realising the potential
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CONCLUSIONS Ageing Europe at work -
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EN Working and ageing Guidance and
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Working and ageing - Cedefop - Europa

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