Working and ageing - Cedefop - Europa

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274 Working and ageing Guidance and counselling for mature learners Stage 2. Learning programme A key element in the ʻrealising your potentialʼ process was the learning programme. This was developed by project staff at the centre for lifelong learning who had extensive experience in working with older adults and lifelong learning, considering the preferred learning styles and environments of this particular client group. The programme purposely avoided use of ICT rejecting the temptation to adopt a blended approach as e-learning can be seen by many older adults as a barrier to learning due to poor levels of IT literacy. Ultimately, the programme was designed to assist individuals explore their potential and identify future pathways, whether in their personal lives or related to their future working lives. This 18-hour programme consisted of six main areas: (a) change management and managing personal change; (b) confidence and motivation for learning; (c) learning styles; (d) decision-making; (e) health and wellbeing; (f) personal planning. Individuals were encouraged to keep a reflective log, and although this was not a compulsory element, it proved a useful tool in the learning process. A crucial element of the learning programme was use of peer-supported learning. Bringing together individuals of a similar age, who have faced similar life challenges and barriers, can provide a strong support network which, in turn, can improve the learning process. This principle was embedded through group discussions designed to explore set topics and questions. It encouraged contributions from everyone in the group and allowed individuals to share their diverse range of experiences and points of view. This sharing approach to learning helped individuals grow in confidence, particularly where there were similar shared experiences. Delivery of the programme moved away from traditional methods of teaching that most participants remembered or had experienced early on in life at school. A non-directive, participatory approach was consciously taken, with concepts embedded in the programme including the world café methodology to cross-pollinate ideas and build confidence through discussion. Mind mapping exercises also formed an integral part, increasing motivation and promoting discussion on various topics. While the learning programme was delivered over the life course of the project as a six-week evening course, it was flexible in design and could be adapted to run over a series of full-days or half-days.
Box 14.1. Case study – Building confidence CHAPTER 14 Realising the potential of older workers in Scotland 275 Jane had successfully owned her own business, a café, for over 25 years and was actively involved in the day-to-day operations until a serious health issue was diagnosed. The condition was directly linked to years of working in a kitchen and she was advised that she could no longer continue working in this environment. Eventually, Jane was forced to sell her business and, having been divorced for several years and in her early fifties, her personal circumstances dictated that, financially, she would have to continue working. Jane joined the programme during the transition of her business being sold. She initially felt that she had no skills or experience and was beginning to really worry about what employment opportunities were available to her. The programme encouraged her to look at the skills she used in running her own business and before long, she had a list that included dealing with the public, customer service, marketing and promotion, recruiting and managing staff, dealing with complaints, as well as an array of financial skills. Through group discussions and personalised support, Jane’s confidence increased and her motivation for moving forward positively emerged. She also started to think about what she enjoyed doing in her spare time and realised that the tourism sector was something she would be interested in exploring further. She applied to work at a local hotel as a breakfast assistant; however, the employer was so impressed she was offered a supervisory position due to her wealth of experience and breadth of skills. Jane continued to learn and develop her personal interest, which was focused on becoming a tour guide, while she was working and eventually moved into the Tourism sector working with a national tourism organisation by the end of the programme. Stage 3. Seminar programme This stage was created as a result of feedback from previous project activity developed by the centre (Senior Studies Institute, 2006). Participant comments have always been positive, but one question which continually arose was ʻwhat do I do now?ʼ To address this issue, a seminar programme,
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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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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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