Ageless at Work - Skills for Care

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Workforce involvement and participation Priories under this strand could include: Helping smaller employers and people who directly employ services to understand the training needs of their staff and to access funding Support for front-line care staff in residential and home care services to adjust to their new roles (and in particular, Personal Assistants) Stakeholder participation Offer specific training on stakeholder engagement or embed these issues into broader leadership development opportunities. People who use services as drivers of cultural change. The piloting of innovative intergenerational projects that bring together service users and their families, and carers of different generations to identify good practice in service delivery. Skills development of older learners The good practice research suggests four potential areas of project activity in supporting the skills development of older workers. These can be broadly categorised as measures that combat age discrimination in access to training, and promote positive attitudes to training older workers among those that decide who gets trained; activities that challenge older workers’ perceptions of their ability to learn and promote the benefits of doing so; measures that promote a culture of lifelong learning at the organisation level and maximise opportunities for informal learning; the provision of formal training opportunities that reflect older learners’ preferences in terms of learning styles and qualification design. More specifically, these could involve the following activities: Promoting age positive practice in training and development Work with skills intermediaries (such as that approach tested by the Broker-Age project) to ensure the needs of older learners are brought into discussions between managers and skills brokers’. The use of action learning sets for line managers to support them in adopting age positive practice and prevent them unwittingly (or deliberately) sidelining the skills development needs of older people. This could incorporate wider dissemination of Skills for Care South West’s “The Value of Learning: Creating a Learning Organisation report. This should incorporate training to help managers identify and motivate reluctant learners. Extend the Learning Exchange Networks to widen knowledge about training opportunities and sources of funding. Ageless at Work: Change workplace cultures, development skills. Good practice report 61
Activities that challenge older workers’ perceptions of their ability to learn and the need for learning Action learning approaches, learning promotions, the use of champions, mentoring and/or the provision of information, advice and guidance in the workplace (possibly linked to nextsteps) in order to promote the benefits of lifelong learning to older learners generally, and more specifically, perhaps, to those that have had a negative experience of formal education. Personal development programmes (akin to Experience Matters) to allow long-serving staff to reflect on their achievements and reinvigorate their careers. Promoting a culture of lifelong learning and maximising opportunities for informal learning Further develop the Creating a Learning Organisation (Skills for Care South West, 2009) resource possibly by developing a training or mentoring programme for line-mangers to accompany the guidebook. Learn from the experience of the Individual Budgets evaluation by offering care workers informal, hands-on training and support through peer support groups rather than formal training programmes. Examples of good practice include peer support groups, the identification of champions and the establishment of a support team capable of responding to queries and offering one-to-one support to care co-ordinators. Establish mentoring and intergenerational learning practices that draw upon and extend good practice identified by the Tick Tock project, and its transnational programme. Ensuring formal training is delivered in ways appropriate for older learners Work with further education providers to ensure that training provision is ‘ageless’ and has robust learning feedback and evaluation strategies. Adaptation of the evidence building process for NVQ assessment reducing the amount of paperwork and time involved building on the experienced employee route to NVQ level 2 piloted by the Tick Tock project. This could include opportunities to embed Skills for Life provision within the qualification. Enhancement of basic skills provision possibly using ICT and home-learning methods. 62 Ageless at Work: Change workplace cultures, development skills. Good practice report
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we help create a trained and qualif
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CONTENTS 1. Introduction ..........
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Index of Tables Table 1 Six things
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While organisational change had bee
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2. POLICY CONTEXT Why and how is ad
Page 11 and 12: Ensuring the right steps are taken
Page 13 and 14: Table 3 Workforce remodelling: prio
Page 15 and 16: What is already happening to suppor
Page 17 and 18: Personalisation agenda as set out i
Page 19 and 20: Responses to an open question about
Page 21 and 22: What works in enhancing leadership
Page 23 and 24: Skills for Care London also trailed
Page 25 and 26: Table 7 Engage the workforc
Page 27 and 28: Table 8 What needs to be done to in
Page 29 and 30: • Support and enable people to us
Page 31 and 32: People who use services as drivers
Page 33 and 34: There is also evidence that older p
Page 35 and 36: - Training conflicted with the work
Page 37 and 38: articulate the experience, knowledg
Page 39 and 40: ‘unlikely’ learners 12 aged 55
Page 41 and 42: personalisation’. The results of
Page 43 and 44: Mentoring is cited as a “fundamen
Page 45 and 46: • Yearly (or more frequent) suppo
Page 47 and 48: Secondly, the project could test ne
Page 49 and 50: Figure 2 Vacancies notified to Jobc
Page 51 and 52: A recent survey by the ADASS/LGA (2
Page 53 and 54: Figure 5 Projected working age popu
Page 55 and 56: Table 15 Trends and drivers affecti
Page 57 and 58: Table 16 Health status of the popul
Page 59 and 60: Table 16 Main features of the ‘in
Page 61: 6. RECOMMENDATIONS FOR PROJECT ACTI
Page 65 and 66: ECOTEC (Undated) European Social Fu
Page 67: Tick Tock (2007) Tick Tock: An EQUA
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Ageless at Work - Skills for Care

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