Third Age Guidance - TAG

Third Age Guidance - TAG

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The proposal Competence Coach is based on the results of the LdV projects "exemplo" and “third age guidance” (TAG).The results of the two European projects have been chosen by the project consortium as basis because the innovative content of them combined with the coaching method promise the development of a high-quality training curriculum for guidance workers particularly dealing with clients at risk of social exclusion.

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The LdV project EXEMPLO contributes to the issue of cross-border transparency of competences of experienced employees. The project partners have developed a toolkit containing a navigation-system for independently learning employees as well as instruments for enabling companies and employees to assess competencies acquired during non-formal and informal learning processes.

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The LdV project TAG provides comprehensive material about skills needed to guide older people and also provides content of programmes already successfully applied for guiding older employees – a target group often neglected but also in focus of the project COMPETENCE COACH.

The material of TAG will be used for the development of the module “Guidance for groups at risk of social exclusion” of the COMPETENCE COACH training curriculum.

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On the basis of this knowledge the partners will be able to develop new training modules for guidance practitioners.

The added value of the project proposal COMPETENCE COACH is the further development of the results identifying new skills and competences for guidance practitioners and offering training to develop these skills.

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The LEONARDO DA VINCI pilot project“TAG - Third Age Guidance” (Introduction)

Older people suffer discrimination in the labour market, in that their chances of finding employment if they lose their jobs are small, and the longer someone is out of the labour market, the harder it is to return.

Although they often do possess the technical and transferable skills required, these are not always recognised.

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Those who remain in work also encounter discrimination.

They are unlikely to receive ongoing training and encouragement for career development, especially if their existing skills and qualifications are at a low level.

Thus these, in an era of rapid technological change, are more at risk of dismissal in the guise of early retirement.

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Those in manual jobs are more prone to illness and injury, causing premature labour market exit.

Older employees would benefit from, for example, learning to make the case for further training, undertaking learning on their own account, changing to a different kind of occupation, changing their hours, taking up self-employment, or becoming trainers or mentors.

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Legislation, inspired by the European Union, has outlawed discrimination against older people.

Not only is discrimination a human rights issue, but also the falling European birth-rate is leading to a greater proportion of older people in the population and a shortage of labour and of skills.

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Appropriate vocational guidance is of great value, to retain workers, assist in their career development and support efforts to re-enter the labour market, or enter for the first time at a later age.

It is important to note that 'older people' are not a homogeneous group, but sub-divided by gender, age, education, work experience, ethnicity, health, family situation and personality.

Models of guidance must take into account individual circumstances.

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The project TAG, therefore, concerned vocational guidance, both proactive and reactive,

and carried out by guidance services, employers and trade unions.

The motivation was to assist in giving guidance practitioners tools with which to work.

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The project TAG was (1): collecting information about the guidance

needs of older people who are either unemployed and wish to re-enter the labour market; older employees needing career management and development support; and those in employment but at risk of redundancy or dismissal;

collecting information about any existing models and methodologies for such guidance (for example, from Finland, the Netherlands and the United Kingdom);

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The project TAG was (2): evaluating these models and methodologies; refining and revising them in order to develop

more effective models; producing these models in Danish, English,

French, German, Italian, Icelandic, Slovakian and Spanish;

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The project TAG was (3): testing them with older people in different

settings, including the workplace; collecting feedback from the clients, in order

to evaluate and where necessary refine these models;

and publishing all their papers on the website. The results shall be new guidance models

and methodologies for retaining or integrating older people in the labour market.

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At the end of the project TAG a book was published:

Guidance for life. Working and learning in the Third Age (2007)

Authors: Pamela M. Clayton, Silvana Greco, Martin Persson

Despite European legislation against age discrimination in the labour market, it is likely that older workers will continue to face obstacles and disadvantages when seeking, maintaining or changing employment.

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Vocational guidance holds a pivotal position in negotiating between the attitudes and demands of employers and the perspectives and needs of older people.

This volume both reflects on changes in the later life-course and offers new perspectives and methodologies for policy and practice.

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Introduction: Learning and guidance for older workers

Part I. Theoretical perspectives– Older adults in transition and the role of

guidance

– Guidance for older people: An economic policy approach

– Older adults as learners: A critical perspective

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Part II. National policy in the Netherlands and Finland– The Duch approach: The participation society

– Guidance for older people in Finland: Initiatives, tools and methods

Part III. Good practice in guidance for older people– Introduction to the Third Age Guidance pilots

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– Guidance for the long-term sick in southern Sweden

– Older redundant workers in Iceland: A guidance course

– Older people facing significant life change in England: The conversation method

– Accompaniment for long-term unemployed people in South West France

– Older migrant men in Vienna: Preparation for training

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– The demographic transition in Germany: Preparation through guidance

– Guidance for unemployed people over 45 in the modern Czech labour market

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Challenging Age: Information, Advice and Guidance for Older Age Groups. London: Third Age Employment Network (1)

The Challenging Age research report has had a considerable impact on guidance for older adults in the UK and has raised awareness of third age guidance requirements both in the UK and internationally.

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Challenging Age (2) The research focused on six geographical

areas of England and three guidance and learning providers specialising in work with the 45+.

Older people who already had some experience of guidance were invited to focus groups where they discussed their own guidance requirements and their reactions to the guidance and learning they had already received.

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Challenging Age (3) The feedback was analysed and used in a

series of interviews with guidance organisations to consider the extent to which they were able to meet the needs of older adults.

The report identifies those aspects of guidance and learning which are particularly valued by older adults including guidance approaches and techniques, and the appropriate skills and values of guidance workers and adult tutors.

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Challenging Age (3) The report sets out a system for provider

organisations to evaluate their own provision.

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Challenging Age (4) The following documents form part of a

training pack for guidance and learning providers, and can be printed off from a training CD available from the Third Age Employment Network. Again, the training pack has, and is being, widely used and can be adapted for use by particular agencies and in specific contexts (e.g. by national employment services).

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Challenging Age (5) 1. 'Harnessing Third Age Skills and

Experience'. Action Guide for Managers 2. 'Understanding Older Adults and

Overcoming Barriers to Work and Learning'. Action Guide for Frontline Workers

3. 'Self-assessment Questionnaire' - for provider organisations

4. Contents of the training CD

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Challenging Age (6) Copies of the full Challenging Age report and

the Executive Summary can also be downloaded from the Third Age Employment Network website www.taen.org.uk

Printed copies of all these reports and papers, and the training CD, can be obtained direct from:The Third Age Employment Network in London, [email protected]

http://www.taen.org.uk/

mailto:[email protected]

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Third Age Employment Network Consultation Document: Methods and approaches: "What works?" in Third Age Guidance (1)

This paper lists a number of methods and approaches that are either effective, or have the promise to be effective, in helping older adults to review or regain their sense of career direction during periods of transition – whether in work, inactive, (early) retired but wanting to return to the labour market, unemployed, or planning for active ‘retirement.

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"What works?" in Third Age Guidance (1) Activities are divided into supply – working with

individuals or groups – and demand – working with opportunity providers, including employers and education/training providers, to create opportunities and influence attitudes.

The paper is designed for consultation with guidance workers and organisations (in the UK) that work with older adults.

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"What works?" in Third Age Guidance (1) Activities are divided into supply – working with

individuals or groups – and demand – working with opportunity providers, including employers and education/training providers, to create opportunities and influence attitudes.

The paper is designed for consultation with guidance workers and organisations (in the UK) that work with older adults.

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"What works?" in TAG (2) - Supply activities

1. Information and advice– Provider web sites to help and inform older adults

– Production of fact sheets and pamphlets

– Dedicated local helplines

– National helplines/databases

– Open access career resource centres augmented with publications and resources for older age groups

– Local/national guides to relevant websites

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2. Assesment– Psychometric testing: Career health checks, Use

of other (carefully selected) psychometric tests

– Individual career interest and skills analysis: Computer Assisted Guidance packages, On-line programmes, Cumulative records of progress and achievement

– CV preparation and presentation:CV computer assisted programmes and web sites

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3. Motivation/regaining self-confidence and self-esteem– Neuro-linguistic programming

– Motivational interviewing

– Special courses and events to help older adults recover self-esteem – also likely to include assessment, training in self presentation, self knowledge etc.

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4. Group guidance and counselling– Real Times Real Life programme

– Intelligent Career Card Sort Career Exploration Exercise (ICCS) – (motivation and identity: skills and expertise: relationships and reputation) – facilitates assessment of individual values, which are frequently a key factor in third age career decision making

– Curriculum for Later Life (NIACE pilot initiative)

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5. Peer group support and networks– Local development of peer support networks

– Training to develop peer mentors (e.g. Experience Works)

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6. Counselling– Narrative-led guidance (older adults value highly

developed listening skills)

– Professional and ‘face-to-face’ counselling (combined with other guidance approaches)

– Stage posts (NIACE)

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7. Mentoring– Community-based initiatives

– Helping older adults to formulate and implement action plans

– Following up client outcomes and progression through personal contact

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8. Work-based career development and transition planning– Union learning representatives

– Encouragement of older workers to use learning centres

– Straight talking: effective career discussions at work

– ‘Pre-retirement’ courses that encompass career change (paid/unpaid), lifelong learning, good citizenship, and continued activity and productivity

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9. Consultation– Consulting closely with older adults about their

guidance and learning requirements

10. Financial guidance– www.moneymatterstome.co.uk

11. First-hand experience– Work experience

– Sampling learning

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12. Managing– Marketing guidance and learning to older adults

– ‘Drop in’ centres that combine guidance and learning in the same premises – ‘one stop’ shops

13. Skills training provision– Includes public and private provision, and work-

based training

– Mature apprenticeships

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"What works?" in TAG (2)Demand activities

1. Advocacy – changing attitudes and creating opportunities for older adults

2. Work experience

Staff training in third age guidance and learning issues

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Thank you!

Further information:

http://www.gla.ac.uk/tag/

and on the partners homepages (links to be found there)

http://www.gla.ac.uk/tag/

Documents

Third Age Guidance - TAG