Working and ageing - Cedefop - Europa

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218 Working and ageing Guidance and counselling for mature learners employees with critical skills ready to become mentors, identifying situations conducive to effective transfer, drawing up an action plan, setting individuals in motion, providing support, creating a secure environment conducive to transfer; (d) implementing transfer and assessing knowledge gained: monitoring the transfer process to identify issues and help put together relevant responses, measuring impacts: skills gained, pathways, organisational changes; (e) formally instituting best practices: officially identifying the critical knowhow passed on, and capitalising on the said know-how and the processes by which transfer is to take place. Three people served as mentors at the granule mining company: an older worker aged 61, with 35 yearsʼ service; a 45-year old employee with 25 years on the job; and a young operations manager, who had already built up significant experience. Six newly recruited staff members were able to benefit from the transfer initiative. The know-how identification stage was described as being particularly important. The process undertaken with management and older employees helped bring to light the experience-based know-how in the job (four types of strategic know-how were identified, giving rise to implementation of four transfer initiatives) and, more broadly speaking, the skills gained over the years, their nature and their value for the company: machine setting, tips and pointers for working safely, communicating information in a noisy environment, etc. Altogether, these focus areas showed all those involved that they were in fact employed in full-fledged professions. Key success factors ( 40 ) Success factors related to the training process are: (a) identify, with experienced workers, critical work situations that put experiential knowledge to work, and appear conducive to learning; (b) ensure that the skills to be gained are actually experience-based and that they can only be learned on the job; (c) mobilise all internal transfer players: experienced worker(s), learner(s), work team(s), manager(s); (d) jointly draw up an action plan that identifies critical work situations, plans out work periods and time between employees, the resources and ( 40 ) The granule mining company example, along with other examples in the industry, see Caser and Conjard, 2009.
CHAPTER 11 Maintaining senior employment: some lessons from best practices in France 219 conditions needed to enable training as well as the monitoring and assessment thereof; (e) provide employees with the conditions needed to overcome complex work situations together: this may require modification of work situations to help learning, to simulate them, in particular when real-life work situations do not enable knowledge transfer, due for instance to productivity constraints or quality requirements, or to analyse real-life work situations, to guarantee learning. These ways of doing refer to Barbierʼs (1992) typology on training through and in work. Success factors related to work organisation and management are: (a) management practices that ease and encourage cooperation and sharing best practices in work teams (availability, ability to work as a team member, time spaces for talking about work and the difficulties it holds); (b) flexible and empowering work organisation, conducive to learning; (c) recognition of skills gained and transfer undertaking. Outcomes and steps requiring extra care with regard to the senior population The granule mining company, like most companies in the quarries and materials sector that have tested this approach, secured very positive results by providing support for the knowledge transfer process, in particular through support for mentors (new skills developed, apparently more quickly, in employees who benefited from the programme) and by employees (mentors felt more comfortable in performing their tasks). For older employees selected to act as mentors, several effects were observed, which contributed to better self-image, greater motivation or less duress during this latter portion of their careers: the skills they had gained through experience were optimised, they saw it was important that they pass on their expertise before leaving, they were assigned to long-term mentoring projects, those with medical restrictions were able to enjoy tailored working conditions at career-end, intergenerational cooperation was improved and older workers were able to move to other jobs once their skills had been transferred. This programme, which was not only open to older employees, none the less offers insight into the points to watch for when dealing with this population: (a) great importance needs to be attached to mobilisation of relevant employees: some processes almost failed because mentors, with retirement looming a few years ahead, wondered about what kind of future they might still have in the company following the transfer, or felt inadequately recognised by the company up to that point. Employees
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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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PART 2 Meeting the challenges - Eme
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unmet demand is limited, as is the
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people in the second phase (25-50)
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CHAPTER 7 Learning, work and later
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are now better than ever before, es
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CHAPTER 8 Policy, research and prac
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will need to be supported by struct
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ʻflexicurityʼ model is challenged
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different forms of retirement (2010
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8.8. Policy considerations CHAPTER
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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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