Working and ageing - Cedefop - Europa

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272 Working and ageing Guidance and counselling for mature learners Figure 14.5. Realising your potential learning model adapted from Argyris and Schön (1978) Stage 5 Progress onto new learning opportunities Source: Centre for lifelong learning, 2011. Stage 1 Reflect on prior learning experiences 14.7. Project implementation Stage 2 Build confidence and motivation for learning. Develop skills such as communication, team working and information technology Stage 4 Evaluate current workability Stage 3 Explore new interests Skills for Scotland, the Scottish governmentʼs framework for providing a comprehensive skills strategy states: ʻthis strategy sets out what our objectives need to be to develop a cohesive lifelong learning system centred upon the individual but responsive to employer needsʼ (Scottish government, 2007, p. 2). The ʻrealising your potentialʼ project was funded ( 55 ) as part of a wider partnership ( 56 ) formed to support achievement of Scotlandʼs skills strategy. One of the wider aims of the project was to influence Scottish government policy on information, advice and guidance (IAG) through presenting empirical data and case study examples on the challenges and issues faced by older adults. This section presents each stage of the project in greater depth and how the project was implemented. ( 55 ) Project funding, via the European structural Funds (ESF), commenced in June 2008 and concluded May 2011. ( 56 ) Skills for Scotland: http://www.skillsforscotland.org/.
CHAPTER 14 Realising the potential of older workers in Scotland 273 Stage 1. Recruitment A range of approaches was adopted to recruit individuals into the programme, including use of the press, through trusted intermediaries and directly with companies in partnership with human resource managers and union representatives. This stratified approach proved successful with no real challenge presented in recruiting participants and resulted in 134 individuals participating in the programme. However, this approach may not necessarily have reached those who most need support. This is discussed further in the following section. Personal exploration This phase was a crucial, individualised, part of the programme. The idea supporting this approach was that each person is unique and has different needs and aspirations. By providing an opportunity for individuals to discuss these in a more private setting, it was anticipated that they would be more open and receptive to sharing and discussing their ideas within a group environment further on in the project. Essentially, this was adopting an executive coaching approach whereby individuals were encouraged to plan ahead and begin the process of identifying goals. The personal exploration phase consisted of project staff using a semistructured questionnaire split into four sections. The first was reflective in nature and aimed to capture the individualʼs qualifications and learning experiences throughout their life. It also elicited any barriers to learning that may have existed and restricted participation. The second considered what the individual would like to learn in the future, covering areas such as learning for career progression or for leisure. The third reflected on employment experiences and whether the individual had changed career direction, taken a career break, either forced or voluntary, and discussed the likelihood of the individual working beyond statutory retirement age. The final section concluded by encouraging the individual to consider future aspirations, whether professional or personal. The personalised approach taken at this stage achieved a greater insight into individualsʼ past and encouraged them to reflect on past experiences, which helped build a degree of confidence, particularly when remembering positive periods in their lives. It also provided a foundation for the learning programme and encouraged individuals to start thinking about the future.
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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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9.1. Introduction CHAPTER 9 Changin
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CHAPTER 9 Changing patterns of guid
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their continuing learning and devel
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Table 9.4. Use of past work experie
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CHAPTER 10 Career development in la
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life, much will change. Cate and Jo
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CHAPTER 11 Maintaining senior emplo
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Working and ageing - Cedefop - Europa

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