Training Guidelines - 3C PROJECT

TRAINING GUIDELINES To User Manual 3C ⁄ project Older People´s Economic Wellbeing: learning for capability, capacity and citizenship

www.3cproject.eu

This User Manual is published with the support of the Lifelong Learning Programme of the European Union

TRAINING GUIDELINES To User Manual 3C/project Older People´s Economic Wellbeing: learning for capability, capacity and citizenship These Training Guidelines are published with the support of the Lifelong Learning Programme of the European Union. The sole responsibility for the content lies with the author and the Agency and the Commission are not responsible for any use that may be made of the information contained therein.

3

TRAINING GUIDELINES – 3C Project for Economic Wellbeing in Older People

Content Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Chapter 1– Professionals, Skills and Competences .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7

Different kind of professionals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Different professional settings, specific needs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Addressing existing professionals skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Specific activities and appropriate competences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Knowledge and visions on ageing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Chapter 2 – Challenges and Issues arising for Older Adults .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

15

2.1. Threatened by unemployment and loss of income in later life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 2.2. Four options and two almost vicious circles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 2.3. Developing more self-esteem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 2.4. I don’t need no education, learning is for young people . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.5. Young people have more skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 2.6. Who will employ me at my age, how do I want employ myself? .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.7. The labour pyramid .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 2.8. Creating new perspectives .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

The story of the Dutch farmers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

The story of the ORWO-women .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 3 – Work, Competences and Measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

29

3.1. New ways of labour – more than paid work .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 3.2. Developments on the labour market and in HRM-policy .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 3.3. Competence based employability measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31 3.4. Research results on unemployment and employability measurement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 3.5. Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Chapter 4 – Explanation of the Model. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 4.1. Revision of the 3C-method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Chapter 5 – Transitions, Working Patterns and Skills Learning Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

36

5.1. Definitions .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 5.2. Transition Schemes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 5.3. Working Patterns .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 5.4. Working with Skills Learning Units .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

4


Chapter 6 – Exercises in Practice in different learning contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

47

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 The cultures of education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Working with enterprises and institutions –institutional learning landscapes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 Working with groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Working with individuals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Learning styles .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Coaching styles .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

Chapter 7 – Helpful Tips .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

61

7.1. Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 7.2. Experiences from the pilots .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 7.2. Suggestions and tips .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Chapter 8 – Bibliography & internet links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63


5

INTRODUCTION The Training Guidelines have been produced to enable and support professionals who are involved in supporting and guiding older adults into new forms of economic wellbeing in the future. For the older workers themselves we have produced a workbook (User Manual), which is a self-help book. The User Manual is designed to enable older adults to identify where they are in their life and what goals they still have. It gives insight in the (national) environmental conditions or circumstances in which they live and what factors impact on their choices. It shows the opportunities and the additional skills needed to achieve their goals. The book contains many exercises to identify skills, strengths, qualities and experience. The materials are written in an easy to read style and the publication enables older adults to develop ways of thinking about their life and identify further opportunities for the future. These Training Guidelines are developed to help you, as professional, support older adults who are working on their own with the User Manual. It will give you more background information to practise this method in different learning contexts. In Chapter 1 we start to identify who are these professionals, what are their functions and roles, what are their expected professional backgrounds, what skills and competences do they have, and what do they need for competences in working with older adults and the User Manual. In Chapter 2 we explore several challenges and issues in working with older adults, in particular with those who can profit the most, but have low motivation and are highly frustrated. In Chapter 3 we explore new forms of work, developments in the labour market and a competence based employability measurement as an useful instrument. In Chapter 4 we explain the flowchart of the 3C-model: How to use the User Manual In Chapter 5 we explain the three main elements of the model: working with transition schemes, working patters and Skills Learning Units. In Chapter 6 we give extra information for using the User Manual in different learning contexts. We also give examples of practice. In Chapter 7 you will find extra tips, based upon our experiences in the pilots. In Chapter 8 you will find references to additional materials In Chapter 9 you will find the bibliography and internet links. At many places in the text you will see connections between relevant issues in the Skills Learning Units of the User Manual and what this means for the context of the operating professional: what we think about ageing, about learning, about the current labour market. As a professional you should be aware that we are really talking about new forms of labour, broader than just paid work. However, a longer continuation of (partly) paid work seems to be inevitable on the long term, and it will certainly contribute to greater social and economic wellbeing of many older people. Furthermore it is important to observe and analyse periodically the developments in the labour market and their impact on HRM-policy. The labour market is changing increasingly into a fleximarket and where the burden cannot be loaded solely onto the shoulders of the flexiworkers. Finally there may be additional resources with remarkable predictive value for unemployment risks necessary such as the competence based employability instrument (v.d Heijde and v.d. Heijden, 2006), a tool will be discussed in Chapter 3.


C h A P T E R

1

7

Chapter 1 – PROFESSIONALS, SKILLS AND COMPETENCES 1.1. Different kind of professionals You might be an educator or a trainer, a job coach or active in work placement administra-tion, you might be a human resource specialist or even a community development worker. Whatever your function, you are, as a professional, involved in guiding older adults, seeking to improve their economic and social wellbeing. In this context you will like to enhance the learning impact of the User Manual. A close reading and working on the exercises in the User Manual can be supported by face-to-face learning. That will be your main task. Maybe you are a division manager directing some older workers or you are a human resources (HRM)staff member with special concerns for older workers. You work with them in a one to one relationship on their professional performance and you´ll check if they still are enable to fulfill their current job. Or you are an internal or external trainer of educator, who is in charge of up skilling and revitalizing older workers to do their job or to educate them in another one. Or maybe you are an independent trainer offering orientation and guidance courses to older workers looking for a new job. Or you are a consultant supporting older adults who try to start their own business or a community development worker trying to recruit older workers for new community tasks as active citizens. You also may be staff member of an employment agency or a job coach responsible for re-integration of older workers into the labour market. So, your jobs may be different, and you have in common that you are all adult learning professionals. In the figure1 you see the repertoire of activities of adult learning professionals carried out at the institutional level.

Figure 1. Key Competences for Adult Learning Professionals

1

Key competences for adult learning professionals, study of Research & Policy on request of the European Commission, 2010

8

C h A P T E R

1


1.2. Different professional settings, specific needs Depending on your professional role your work setting may be more based in the community or in an organization, and you may work more with groups or more with individuals. The exercises in the User Manual can be used in different ways. And you as professional need to be aware in Chapter 6 (Different Learning Contexts). There are suggestions for: • ways of working with groups; • individual casework and coaching; • information about educational policy in organisations.

1.3. Addressing to existing professional skills In your professional role you are assumed to have certain professional training and coaching skills. Adult learning professionals/staff plays a key role in: • making lifelong learning a reality. • helping learners to develop knowledge, skills and attitudes throughout their lives. Indeed, the professional development of people working in education and training is one of the vital measures to improve quality of learning at all levels.

Figure 2. Schematical overview of Key Competences of Adult Learning Professionals

* For professionals not directly involved in the learning process, the expertise concerns not subject knowledge, but specific (for example managerial, administrative or ICT) expertise. ** For professionals not directly involved in the learning process or supportive in a managerial, administrative way, the didactical competence is less relevant.


C h apter

1

9

The figure2 on the page before presents an overview of these three layers (1. A+B competences, 2 Activities, 3. Context), while focusing on the layer including the key competences identified for working in the adult learning sector. Competences should be understood as a complex combination of knowledge, skills and abilities/ attitudes needed to carry out a specific activity, leading to results. Knowledge should be understood as a body of facts, concepts, ideas, principles, theories and practices related to a field of practice, work or study. Skills should be understood as a capacity learned or acquired through training in order to perform actions by applying knowledge. Abilities/attitudes should be understood as the physical, mental or emotional capacity to perform a task.

The generic competences (A 1-7) are those that are relevant for carrying out all activities in the adult learning sector. Every professional working in the sector would be expected to possess these competences, regardless of whether they carry out teaching, management, counselling or administrative roles. The specific B competences are those needed to carry out a specific area of activities. These competences are needed for professionals responsible for a specific field of activity (e.g. facilitating learning, managing the institute, etc.). The specific competences are thus not required for all the professionals working in the adult learning sector. A distinction is made between specific competences directly linked to the learning process (upper half, B1-B6), such as teaching or counselling and specific competences indirectly linked to or supportive of the learning process (lower half, B7-B12), such as management and administrative support. The Training Guidelines do not focusg particularly on the A- and B- competencies, but are more focused on the activities which have to be undertaken and the context of the learning. In this way the Training Guidelines can be of extra value for you and challenge your professional competencies.

2

Key competences for adult learning professionals, study of Research & Policy on request of the European Commission, 2010

10

C h apter

1


1.4. Specific activities and appropriate competencies Among a range of activities undertaken by adult learning professionals some seems to be more relevant for working with the User Manual in different learning contexts: needs assessment, preparation of courses, facilitation of learning activities, monitoring and evaluation, coaching and guidance and program development activities.

Activity

Competences

Needs assessment

Being capable of assessment of adult learners’ learning needs

In contrast with other educational sectors, need assessment is particularly important because adult learners bring with them a lot of experience, expertise and prior knowled-ge in the learning process that should be taken into account when attuning the learning programme. The need assess-ment includes two specific activities: • Identify the various needs (identifying the background, history, gaps, and personal goals) and possibilities, potential and capacities of adult learners. This is contextualised with respect to the individual learner and the broader societal needs. • Identify and assess the entry levels, prior learning and experience of the adult learner.

The adult learning professional is competent in assessing the prior experience of adult learners, identification of the perceived learning needs, demands, motivations and wis-hes of adult learners. This includes insights into the intrin-sic motivation (e.g., self-generated willingness to learn), and the extrinsic motivation (e.g., responsive-ness to external pressures from others, the re-ward of a diploma or mandatory requirements) of the adult learners, the lear-ning trajectories and careers (including gaps) and the societal learning needs, including the Key Competences in lifelong learning. In assessing learning needs, the profes-sional is able to listen carefully, deploy interview techni-ques, read body language, and deal with possible language difficulties and other disadvantages. The professional is able to respond to learning needs by deploying a wide range of teaching strategies and is able to see the back-ground, expertise and knowledge of the adult learners as a learning resource to be used in the learning process.


C h apter

Activity

Competences

Preparation of courses

Being capable of designing the learning process

These activities are often linked with teacher and training activities, but can also be carried out separately. The following activities are listed: • Identification of the learning (re)sources and adequate methods (including ICT-facilities). • This relates to the material and non-material resources inside the institute (what do the learners bring to the course, stakeholders, relevant organisations, enterprises etc.). • Planning and organising the learning process keeping in mind the various backgrounds, learning needs, levels etc. of the adult learners. • Setting, negotiating and communicating the objectives of the course and informing the adult learners of the structure of the learning process.

1

11

The adult learning professional is competent in designing the learning process for adult learners. On one hand this competence entails the knowledge of the learning needs and deficits of the adult learners, the level of the adult learners and the heterogeneity of the group for whom the learning process is developed (if the learning takes place in a group setting). On the other hand the professional must have knowledge on the different learning styles, methods and curriculum designs that can be deployed in the lear-ning process. The design of the learning process can be for individual adult learners as well as for a group of adult learners. The adult learning professional is able to use their own expertise and knowledge of relevant learning resour-ces and the potentialities of the adult learners themselves to design the learning process. Furthermore, the adult lear-ning professional is able to formulate and communicate the objectives of the learning process to give a larger picture of the learning process as a whole (e.g., learning programme, society, etc.), and is able to translate the objectives and learning into a time frame. The adult learning professional will also be able to assess the learners’ progress and to make changes to the programme on an individual and the group level.

12

C h apter

1


Activity

Competences

Facilitation of learning activities

Being a facilitator of the learning process

This broad cluster includes several distinct though closely related activities being carried out through the many different contexts in which professionals work. Activities include not only the facilitation as such, but also activities such as managing group processes and updating the subject matter.

The adult learning professional has the competence to guide adult learners in their learning processes and in further development toward, or as, fully autonomous lifelong learners. The professional supports the adult learner in reaching the objectives of the learning process and in following the defined learning strategy. The professional is able to use different learning methods (didactics), styles (approaches) and techniques, including the use of new media and ICT. She or he is able to relate learning to every-day life and to attune the learning process to the living world of the adult learners. The professional is able to provide relevant and contextualised tasks and activities and assess the out-comes of these. The professional is flexible and has the ability to change the learning strategy when necessary. The professional ought to be able to align the learning process properly according to the delivery mode and context (traditional classroom, distance learning, inservice, workplace, etc.).

• Relating the learning process to the living world and practice of the adult learner. This is achieved by making use of the prior knowledge and experience of the adult learner, by integrating real life contexts into the classroom. • Empowering, activating, motivating and encouraging the adult learner, being a challenger, inspirer of adult learners, and mobiliser of their motivations. • Creating a positive learning / development environment. • Having awareness and understanding of diversity and having insight in the problems that can occur because of diversity and anticipating the consequences for the adult learner, the group and oneself. • Providing, or facilitating the acquisition of, relevant content in the learning process (knowledge, skills, insight, information and attitudes). • Making the content accessible and attuning the content to the needs and abilities of the learners. • Developing tasks and assignments to support the learning process of the adults • Managing the learning process: Monitoring, assessing and evaluating the learning process and the progress of the adult learners. • Keeping track of the aims that have been set during the course and making changes in the course to improve the learning process, as well as management of time in the course • Managing group processes and dynamics. • Keeping up to date with the current developments in adult learning sector, the methodological changes and developments concerning the subject matter.


C h apter

Activity

Competences

Monitoring and evaluation activities

Being an evaluator of the learning process

The activities clustered under monitoring and evaluation are often closely related with the facilitation of learning activities: in teaching and training one should be involved in constant monitoring and evaluation, as seen with the last activity listed under the facilitation of learning section. However, the activities included in this cluster are directed more at evaluation of what learning processes bring to the adult learners and in what way they progress. • Providing support and feedback as a two-way process to the learners (receiving and giving between the adult learning professional and the learner). • Evaluating the context, the process and the outcomes of the learning process.

1

13

The adult learning professional is competent in continuously monitoring the progress of the adult learners in the learning process and in evaluating the learning process itself, the learning strategy chosen, their own professional practice and the learning resources used. The professional is able to assess the learning outcomes and is able to formulate a well-balanced and grounded judgement of the progress of the adult learners and is able to create an atmosphere in which adult learners feel free to give their judgement or opinion on the learning process and the role the professional plays in this.

Coaching and guidance activities

Being an advisor / counsellor

Adult learners need support and guidance. Not only on the actual learning taking place, but also in other fields like work, career and further education. The specific guidance depends on the aims and goals of the adult education delivered. The following activities are included in this clus-ter:

The adult learning professional is competent in advising adult learners in their career, life, further development and, if necessary, is able to refer adults to other professionals (in case of professional help, illness etc.). The professional has knowledge on career information, work environments and educational offerings, and is able to assess the need for professional help. The professional has knowledge and under-standing of the stages of development of the adult learner and has the ability to use tests to collect information on characteristics of the adult learner.

• Offering career information and basic information on work environments. • Application of tests to obtain information on the relevant characteristics of adults for their career. • Offer pre-entry, on-course and pre-exit guidance. • Application of personal guidance and counselling skills (including the context of second chance and return to learning). • Offer guidance on meta-cognition (learning to learn/ study skills). • Offer subject specific academic guidance and share information with other professionals Program development activities

Being a programme developer

Adult education takes place in courses, and in many cases these courses are part of a bigger

The adult learning professional has the competence to design and construct study programmes for adult learners that are well integrated across modules and which allow the development of the adult learners into, or as, fully autonomous life-long learners. The programmes are based on relevant adult learning theory and the needs and demands of the adult learners. Furthermore, the professional is able to develop appropriate assessment instruments that are constructively aligned to aims and objectives and that are attuned to adult learning theories. The programmes should be deliverable by other adult lear-ning professionals.

programme. Creating and developing these programmes is a distinct field of activity, including the following activities: • Curriculum design at module and programme level. • Development of programmes that are flexible in terms of mode (full-time/part-time), timing (modularity) and location (face-to-face/distance/mixed), taking into account adults’ personal situations.

14

C h apter

1


The aim of these Training Guidelines will be to enable professionals working in an educative role with individuals, groups, and communities to use the material in the User Manual to begin to address the concerns of economic wellbeing. This will enhance the capacity of professionals to provide additional learning resources for their learners.

1.5. Knowledge and visions on ageing Perhaps you are experienced in working with older adults, or perhaps you have early experience with this category. It might be good to test your knowledge about ageing. You can find the test (and the answers) on http://www2.webster.edu/~woolflm/myth.html When people do this test, they will sometimes explore that their vision on ageing is unreal. If you think that there may be a gap in your knowledge you will find some excellent literature about ageing in the bibliography of these guidelines.


C h apter

2

15

Chapter 2 – CHALLENGES AND ISSUES ARISING FOR OLDER ADULTS 2.1. Threatened by unemployment and loss of income in later life Older adult workers are recognized and valued for having good work ethic and for providing experience, knowledge, and job stability in the work place. These activities make them desirable workers in our service-oriented economies. Work and career are among the many dimensions of life that impact healthy ageing. In later life, some people end their working careers, while others keep working, and still others start new careers. Some find a ”fun” job that doesn’t have the weight of a career. Many older adults who wish or need to remain in the workforce may require training or retraining to meet changing job market needs, The bottom line I that the reality of retirement is changing. However, it is difficult losing your job in the age of 45+. People feels still strong, vital, healthy and flexible, and in fact are often at the top of their capabilities and capacity. If they can move from one job work to another they frequently go through a process of adjustment where the outcome can be positive or negative. However, unfortunately there is a higher probability that the person will be unemployed for a long time and this may have a set of serious consequences. In 2.2 are sketched four realistic options incase older workers are threatened with unemployment. The schedule shows four possible scenario’s. Three of the four are more or less problematic patterns. It demonstrates clearly that you, as professional counselor, will be more likely to be facing older adults who are somewhere in the more problematic patterns. Older adults who will be telling you that they are not interested in education, that they do not feel able to learn, that younger colleagues are better educated and more skilled, that they feel disappointed, that they are less flexible and that they have no perspectives on paid job. And sometime you will think: in fact they may be right, what do we have to offer them?

16

C h A P T E R

2


2.2. Four options when you are threatened by unemployment in later life

1

2

4 3

Type 1: competent/lucky Type 2: competent /unlucky Type 3: competent/frustrated Type 4: incompetent/frustrated

The schedule shows not only four scenario’s, it shows also four type of older adults: • The competent lucky ones: those who are lucky and have success, this success will create new successes. Analyzing someone’s success factors can provide better insight in how one can help to give fortune a little hand and make full use of their competences. Your self-esteem will grow. • The competent unlucky ones: they can be frustrated and demotivated, but when they realize that they have made a wrong choice, or got in the wrong situation or met the wrong people, they will see that the situation is probably caused by a mismatch between job demands and personal competences. Identifying the problem, and solving or changing the situation will create new opportunities for them, and they will be stimulated to start again. • The competent frustrated ones: they are vulnerable and powerless because they have really arrived at a vicious circle, and it is not easy to find the way back. Slowly, step by step they


C h apter

2

17

must explore where they can find a way out and make a cautious new start. A major problem is that they are likely to be resistant to change. They are afraid that it will lead nowhere, that things only will get worse and this stops them from any attempt to escape. This will be an even stronger reaction when they feel part of a larger group people who are, in one or another way, victims of the situation: “the older you are the less you will find new work”; “women will always be seen as inferior as men”; “born as dime you never will be a penny”. So from the start they have to liberate themselves from this thinking as a victim. You have to help them by invaliding their arguments, later on you have to search for some bright spots. • The incompetent frustrated ones: these people are so frustrated and helpless about what has been happened to them that they see no light at all at the end of the tunnel. They belong to a hard core group of “miserables” who have given up the belief that they can escape from their situation. In a way they are “hospitalized” and they behave in this way. They have given up all hope in change, because indeed they have a lack of competences. Maybe they have lost them, maybe they never developed them, but the result is the same. It is rather optimistic to think that you as professional can bring this people back to a world of chances, opportunities and possibilities. You will have achieved a lot already when they feel a little bit less unhappy in their miserable situation than before. These people might have more resistance than the competent frustrated ones, as they will always find a way to blame the system and or those who are better off. The only way to help them is to accept that they try to survive in their own way without much perspectives. Identifying where somebody is in this figure, makes it easier for you as professional to undertake adequate tailor made interventions. Working closely together with them initiates a process of new exploration and will bring courage that can empower them to try out new steps in their development and to experience how this might work.

2.3. Developing more self-esteem For all groups it is probably essential to work on improving their self-esteem. Self-esteem and selflove is crucial in initiating start change in their lives. Self-esteem is a term used to describe the way someone feels about themselves. It is important to analyse how changes in health, roles, activities, and lifestyle may affect someone’s self-esteem especially as they get older. They may feel less important as they become lees employed and perhaps more dependent on others. It may be harder for them to feel good about themself.

HOW CAN YOU KNOW IF YOU HAVE GOOD SELF-ESTEEM? If you agree with 5 or more of these statements, your self-esteem is good: 1) 2) 3) 4) 5) 6) 7) 8) 9) 1 0)

I do not feel I must always please other people. I generally feel that I like myself. I speak up for myself and feel I have rights. I am happy most of the time. I feel that my struggles are normal. I do not need to prove that I am better than others. I do not need constant validation or approval from others. I make friends easily. I feel good about myself without praise from others. I feel pleased, rather than envious, when those I care about have success in life.

18

C h apter

2


Someone may have high self-esteem when she/he has accomplished some goals, like having a good marriage or having done well at a challenging job or in school. Retirement means a lot more free time and individuals may feel you have nothing important to do and that they have less money. Friends may have died or move away. They may be a sense of a loss of control. All of this can contribute to low self-esteem. There are many things you can do to help someone feel better about themselves. Some of these are: 1. Encourage them to take good care of their body – to eat well, be well groomed, get enough sleep, and get regular exercise. If people feel well physically, they will feel better emotionally. 2. Underline the importance of take any prescribed medicines and dealing better with any medical problems they may have. Make sure they talk to their healthcare provider about any concerns they have about their health. 3. Tell them to take control of time by being as active as possible. They need to identify what they do well and that can be shared with others. Encourage them to renew or build new interests and hobbies. 4. Support them in taking control of relationships and their social life e.g. by becoming active in a church, a social group, or a club. Find out what their local senior center or community centre has to offer. 5. Encourage them to be assertive in social situations and at home. When they act as if they deserve good things, they will tend to value themselves more. 6. Make them saying positive statements about themselves, such as, “I am a kind and caring person.” Tell them to write them on cards and look at the cards several times a day no matter how they feel. This can remind them of the goals they have regarding improving their self-esteem. 7. If something goes wrong, ensure that they do not blame themselves. If make a mistake, they need to accept their responsibility, repair the error, and move on. Everyone can make mistakes and still be a good person. 8. Try to get them to volunteer to help others. This can give new purpose and meaning to their life. It helps you feel good about themselves. 9. Tell them to be aware of negative thoughts, such as saying, “I did that badly.” By countering negative statements with positive ones, such as saying, “That didn’t turn out well, but I learned how to do it better next time.” 10. Encourage the, to talk with others about some possible causes for their low self-esteem e.g. originating in their childhood. An accepting and trusted friend or a therapist can help them understand those experiences and put them in perspective. As they become aware of how life experiences contributed to their low self-esteem, they must learn to replace criticism with praise and thus become their own “biggest fan.” If, despite your guidance and encouragement, they still find it hard to have high self-esteem, no matter what they do, it may be a sign of depression. Depression is common in older adults and is very treatable. Depression is not a normal part of aging. Warning signs for depression include: • Sleeping too much or too little • Decrease in appetite • Losing interest in activities someone used to enjoy • Crying • Feelings of hopelessness about the future.


C h apter

2

19

If you think you may be depressed, suggest they ask for help from your healthcare provider. Older adults who feel happy and in control of their lives often have higher self-esteem than young or middle-aged people. Good self-esteem will help keep them happy and healthy.

2.4. I don’t need no education, learning is for younger people There is a common belief that ‘You can’t teach an old dog new tricks’. However, the reality is that there are many examples of older people learning new things in later life. Many older people continue to learn new things, often because they did not have the opportunity to receive a formal education when younger. They attend informal classes provided by the University of the Third Age (U3A) or extramural courses and there are increasing numbers of older people pursuing university studies. Learning is undertaken by older people for reasons other than paid employment, for instance, to gain knowledge and skills, and for interest. As the need for workforce training decreases, older learners prefer non-assessed courses, and the motivation to study is more related to personal interest and life enrichment. Research shows a strong association between active ageing and an interest in learning new things, including new technology, new activities and leisure interests. Good health, transport and prior education were some of the factors that were involved in a continuing interest in learning. Studies show that older people are keen to continue to learn, and that learning needs may centre on transportation, health and safety. Learning about technology is sometimes a low priority for many older people as they do not see the relevance of it in their day-to-day lives. However, there seems to be a link between a desire for continued learning, including learning about technology, and a positive attitude towards the future. In general, people aged 55 and over still have a lower usage of both computers and internet at home than younger age groups, but in particular among younger older people computer- and internet use has been growing dramatically quickly.

2.5. Younger people have more skills Many older workers believe that younger colleagues are much better skilled than they are. Younger colleagues may indeed have longer education and more qualifications , but older workers have more skills learned from their experience, and far more experiences than youngsters. Leaders in business and organisations have mostly no idea about the experiences from older workers and give no thought about the capabilities that older adults could bring to their organisations. Older adults become ready to learn something when they experience a need to know when they want to immediately apply new information or skills to current problems of situations. It’s true that as one get older, the brain’s processing speed begins to slow, but it’s now clear that we not only hang on to our neurons but that reasoning and problem-solving skills get sharper. Mature adults understand themselves well and also understand other people, as research shows. Employers are increasingly requiring job seekers to submit applications and résumés online. Older workers who lack computer and other technology skills have a disadvantage in finding work. If you cannot find a job, get them consider volunteer work or taking continuing education classes so that they won’t have gaps in your résumé and will learn new skills.

20

C h A P T E R

2


2.6. Who will employ me at my age ? How do I want to employ myself? Older workers have strong reasons for wanting to keep working. They also have many ideas about how long they want to work and what kind of work they want to do. Employers are starting to pay attention. Changes in the European workforce are likely to make older workers more needed and more valued. At the same time, the generations coming after the boomers are much smaller in number. This means fewer workers to replace boomers who retire or change jobs. In turn, this will bring a future of more jobs than workers once the current economic crisis is over. Within this changing workforce, older workers will play an important role. Many older workers plan to work beyond the traditional retirement age of 65. Some will continue within their current jobs. Many others will try new jobs and learn new skills. They also hope to have jobs with greater balance between work and non-work time. Be aware that long-term unemployment makes some older workers discouraged and depressed. Reports back form workforce professionals underline the fact that some older discouraged job seekers were showing up at interviews looking dishevelled or being short-tempered.

2.7. The labour pyramid People are strongly focused on paid work, but a job is only the top of the iceberg. Yet there is a lot of unpaid work too. The area of unpaid work includes the following activities: household work and family responsibilities (housework, caring for children and other family members), do-it-yourself activities (jobs and hobbies), and volunteering (family help, serving both non-family members and various activities for political, religious, sport- and social organizations). In fact doing a paid job is strongly dependent on how work necessary to participate in the labour force is organized, and mostly this will be done in a relationship which needs also work (attention, exchange & sharing) and maintenance (love & intimacy). It is very visible work: shopping, eating, drinking, washing, loving, having attention, being intimate, etcetera. Figure 3. Householding = work too

This reproductional and relational work can be seen as self-help activities. If you are single you have to be self-supporting in this respect. We have to do it to keep us ready and able to participate in our “real” work. It is not paid work, but some people argue that the money for it is included in a salary. But what make us loving and taking care for ourselves and for each other? What makes us able each day to be ready to go to our workplace again? Why are we do the things we usually do? Here we come to the border between what we can see “above the water” and what is hidden or underwater: belief work, means giving. All our thoughts and beliefs that gives meaning to what we do, justifies why we are doing it, and to convince us. Meaning is a concept of metaphysics, philosophical anthropology and psychology and means the search for meaning, intent or purpose of life or major life events, or an attempt to create the object itself. The word itself already indicates that this is an active process, apparently meaning is not obvious. Faith and belief are terms that carry some related meanings. Faith and belief is the assumption that something is true or not true. Believing is an estimate that when someone makes it has a certain probability of being true or false. This probability is in the case of ‚belief’ bigger than ‚no idea’, and smaller than when something is ‚unsure’. These probabilities are assigned by individuals personally.


Another daily activity is interpreting the world around us; what we see, what we hear, what we feel, what is been happening, what has been said to us. Interpretation is a work of personal reasoned judgments about the meaning of an observation, a text or something that has happened. It is the bonding of a particular meaning to something. When interpreting it is difficult to be neutral; each observation seems to be based on the past experience of an emerging association with the current event.

C h A P T E R

2

21

Figure 4. Belief as work

With these observations, we not only use our 5 senses, ie hearing, sight, taste, touch and smell. Even our so-called 6th sense, say our feelings, our thoughts, plays a role. Furthermore, the man-shaped beliefs, an accumulation of traditional wisdom and learned skills, but also the individual’s own intuition. Social psychology has paid much atFigure 5. Interpretation as work tention to interpreting other people’s behavior. The subjective attribute of qualities or intentions to people based on what they see and hear from them (attribution) is a form of interpretation that could lead to misunderstanding. Closely related to belief and interpretation is fantasy work. To imagine fantasies is a mental activity, in which different data are associated with each other and, thus, new patterns can be created. Sometimes the basis for fantasy are unsatisfied desires fulfilled through imaginary performance. Fantasies often involve situations which are impossible or improbable. In

Figure 6. Phantasizing as work

22

C h A P T E R

2


most cases fantasy and daydreaming occur as a defense mechanism in the processing of negative feelings or emotions. On the other hand fantasy can be used to make daily life more enjoyable. Imagination is important, because it is necessary to be able to learn, and to understand how the world works. One can know the world by trial and error, so through one could try everything this would be, first of all , inefficient (it takes a lot of time and effort), and secondly, it could also be dangerous. Thus it is better and more efficient to fantasize about what is possible and understand by the environment in terms of what can and cannot be done, or how to best deal with certain situations. Besides fantasy there is also what we call “processing work”. All what is happening to us has also to be processed by ourselves, in particular loss, Figure 7. Processing is work too strong (negative) events and emotions. Everyone goes through these processes, to a greater or lesser extent, longer or shorter. This theory is based on research by Elisabeth Kübler-Ross who investigated stages of processing in dying, but it is also applicable on other transitions or life-events: • Phase 1 Denial: If something unexpected, very intense or negative happens, it is usually difficult at first to grasp the facts. Especially in the beginning you think: it cannot be , I am dreaming! You assume, are sure that the other person will change her mind, or perhaps you think a joke is being played on you. This denial is actually a protective mechanism. You can be yourself and do not force the situation yourself to face the situation, that comes naturally at a later stage. • Phase 2 Rage: A piece anger is aroused about the injustice that is taking place. Blaming yourself or others now takes place. Anger can be very liberating. This emotion has a certain value, it is intended to provide emotional distance. Try to use this anger and deepen it by thinking about it and focus on some aspect, but do not try to stop it in any way. Write a letter that you do not actually send, where you let yourself go or perhaps a (slightly more nuanced) blog. Sometimes exercise also helps: a piece of running or walking for example. • Phase 3 Doubt and negotiation: Powerlessness is a very uncomfortable feeling so at this stage we often attempt to suppress the powerlessness by ‘what if’ questions related to yourself and your environment (for example, if someone resigns). Imagine, if I had done this or that, would there have been other consequences....? Or, if I were you doing this, would you ...? You will blame others, other circumstances or yourself. Strangely perhaps, but guilt is easier to accept than powerlessness. That gives at least some grip, a little logic. • Phase 4 Grief: At the end of the process comes grief. In this stage you feel deeply and it gets under your skin because after anger, denial and rationalization is often pain. A sense of loss or failure, of parting, of change. At this stage you can linger too long, so try to quit this stage quietly quit, because that’s needed, without just dragging this period out. It is the case that the only way is to continue, though it is sometimes difficult. Otherwise there is a danger that you will revel in your grief. Pull yourself out, seek distraction from friends, colleagues, perhaps a coach, and talk about this. • Phase 5 Acceptance: You let go your disbelief, anger and rationalizations, and yes, even that deep sorrow. You know that reality is not fun, but you can continue with it. You realize that life has still beautiful sides and a large Sunday breakfast tastes good, even the birds whistling, your work has some advantages, your colleagues there for you when you need them. Beliefs like ‘I’m bad’ or ‘what a fool” have been replaced by the realization that it might be good as it is now. • Phase 6 Meaning: Only later, after having gone through the process, you will see positive aspects to it. In earlier phases your former situation was referred to as perhaps a fairy tale;


C h A P T E R

2

23

now you can discern how it really was. You want to make sure it never happens to you again. You learn that you will be fine, that there are things that make you stronger, that you have learned. And things that there are alternative things that you can do while others will simply need less heavy effort in the future. Believe, interpretation, fantasy and processing are all work activities which contribute to self-confidence. True self-confidence comes from an attitude where you ‘’promise yourself, no matter how difficult the problem life throws at you, that you will try as hard as you can to help yourself. You acknowledge that sometimes your efforts to help yourself may not result in success, as often being properly rewarded is not in your control”3. Self-confidence can vary and be observed in a variety of dimensions and environments, such as at home or in school. Components of one’s social and academic life affect self-esteem. Self-esteem has been directly connected to an individual’s social network, the activities they participate in, and what they hear about themselves from others. Positive self-esteem has been linked to factors such as psychological health, mattering to others, and both body image and physical health. On the contrary, low self-esteem has been associated with the outcomes of depression, health problems, and antisocial behavior. Usually, adolescents of poor health will display low self-esteem. Self-confidence and self-esteem belong not to individual personal characters, they are “only feedback from collective relationships.” Thus, key points is the production of a process realizing solidarity, it is self-awareness in the materialistic sense. This is not individual producible4. Now we enter here more the hidden world of labour, the deeper pillars underlying work. The first one is motion work. Daily we are moving ourselves from home to workplace, from workplace to our home, but also from the office to a client or to a supermarket or to the swimming pool or wherever we are going. Motion is a change of place, position or attitude. We can move our body, we also can move our mind. Motion can be to do something spontaneously, as self-initiative, i.e. doing something that no other person you have Figure 8. Getting to move ...... to say, it is bringing something in motion. To do it , it requires selfdiscipline. Self-discipline is the ability to encourage yourself to do something, while you might prefer something to do something else. In this way you give more priority to something so that in the long run this is probably more important for you. Like all learning, it is also a matter of self-discipline to learn. Again, the more you practice, the better you get. Practice less, then your self-discipline also become less. Everyone has forms of self-discipline, but it’s not as well developed in everyone. However, motion is also daily work which we do often without thinking about it, automatically, self evidentially, as a routine. Closely linked to motion work is steer work, but this is still more invisible. To move somewhere you have to know the direction and if you know the direction then you have to steer and drive yourself in that direction. Steering and driving are clear and visible, but directing is the more hidden but necessary part of work. Figure 9. Steering Without direction people should wander and get lost, therefore self-direction is important. Self-direction is like a steering wheel navigating a vehicle on the road. The steering wheel is connected to the steering mechanism. Self-direction is built upon steering mechanisms in ourselves, closely connected with the power to start moving oneself.

Raj Persaud. The Motivated Mind. p. 295 Negt and Kluge, Geschichte und Eigensinn, 1993,Teil 1, Entstehung der industriellen Disziplin aus Trennung und Enteignung p.109 3 4

24

C h A P T E R

2


Steer work has not necessarily been a part of your your direct consciousness, but it can also been active in the routine as special skill. Making yourself move is not always the consequence of a conscious action, but the result of an automatic or self-evident reflex. The basis for steer work is orientation work. Orientation competence is the ability of humans to determine his relationship to his environment. Before we can start to steer we have to orient where we are and where we are going. Looking to the stars, looking to a compass, watching a clock, observing the animals. We can distinguish several aspects of orientation: orientation in time (what time is it? which month? what season is it?), orientation in place (where am I? where should I go?), and orientation in Figure 10. Orientation work person (who are you? who am I? friend or enemy?). People orient themselves in different ways. One goes in search of a new destination moving for hours in circles, the other moves more or less right on target. A second meaning of orientation is way to look at reality: what happens? What is good and what is bad, what are challenges, what risks, what is progressive and what regressive. Orientation is also about setting priorities and looking for the right choice. A crucial aspect of orientation is navigating. Navigating is the art of planning and following a route from one’s current position to the desired destination. Within navigation are the main components: positioning, subsequent charting a course towards the destination, a consideration of favorable or unfavorable factors along the way or that might be encountered. In positioning accuracy, the sensing and processing time and the interval between observations is crucial. Position is determined with multiple position lines. People have to operate as an navigator throughout their life. The last and most important pillar is balancing work. The modern society places high demands to people. Many have to perform every day and is often accompanied by inevitable pressure and tension. More and more employees experience a disturbed balance between work and private life. Think of people in their thirties who experience stress because their careers differently than what they expected. Or working mothers who lose their grip, Figure 11. Balancing..... because they have so much to coordinate. These stress-related problems the basis of working life often lead to loss of productivity and absenteeism. The stress that the result takes its toll. Not only spiritually, but also physically. The body needs time to themselves to recharge and refuel. But if the opportunity to relax and recover missing, workload, stress and poor posture lead to various complaints. Stress is an imbalance between energy and experience (working) pressure. Stress often leads to failure. Employees want the balance between their work and home lives improvement. As many as 50 percent of the work planning is focused on a maintaining one’s life at a certain balance. Some expect more training will help (25%), other want to have more time for themselves (20%). Making promotion is less popular, only 5 percent have this intention. Overall there appears to be a growing interest and popularity in creating a better balance between work and private lives, compared to 2012 greatly increased in popularity. Last year, 39 percent of employees wanted to obtain a better balance. The balance of energy represents the ratio between the energy something has costed, and the energy it brings. The energy balance is often abbreviated as EroEI, which means Energy Returned on Energy Invested. The ERoEI must be greater than 1, it would be profitable. When ERoEI is less than 1, all efforts should be stopped because it will cost more energy in production, than it yields. Finally balancing is also to reflect on your life and looking at the balance between what it has given you and what it hast cost you.


C h A P T E R

2

25

In a period without possibilities for paid work this labour pyramid can help you as professional to identify what other aspects of work need to be enhanced for the older adults you are working with. Balancing and re-balancing will be the basis, but sometimes people need to extent their ability to process, to move, to steer or to navigate.

2.8. Creating new perspectives People full of ideas and committed is a good starting point to work with as professional. Your work is mainly support for fine-tuning, delineation, prioritizing, planning and methods. If people are highly motivated, but few have their own ideas, as professional you have the specific task of creating an atmosphere in which ideas are bubbling and are looked on their merits, before further work is undertaken: to encourage and stimulate fantasy, to convert fantasies into concrete proposals, to bring structure and organisation and to promote their feasibility. But when you see yourself as professional face in face with people who have little or no perspective, who have been through numerous disappointments and who have often lost all their courage completely, you will get by saying that continuing education and competence development are keys to gtheir new future livelihoods. Of course it is important to identify any progress positively and, if possible, to reward it in one or another way and of course you need simultaneously to questioning all forms of negativity, pessimism and victimization. However, it is more important if you’re able to make these people develop practical perspectives, help them to start again, make a development plan and gradually convert this into a practical and realistic approach that leads to change. And if personally you have not this experience, you draw on the encouraging stories of others. The story of the Dutch farmers Netherlands has been for a long time a country where many people were employed in the agri- and horticulture business. For centuries, until the Second World War, rural peasant hands designed the landscape. The majority of rural population was made up by farmers. They built their farms and tilled their land subjects to the conditions in their environment. They did so on marine and fluvial lands, but on the poor sandy soils and the old peat mining they did it different. They took advantage of some soils, streams and rivers offered them. They encircled their pastures and fields with dense hedgerows and their paths and roads with rows of trees. By fertilizing over the years and sometimes centuries the arid sandy soils with manure from deep litter they formed ‚round fields’ around their farms. They built their farms and barns, by region with their own characteristics. Their farms had a design and structure that were determined by the capabilities of the environment and what was needed to live and work: a place to live for the people and space for cattle sheds, for hay and straw bags, for processing products and for saving and accommodating several tools. The spacious yard around the farm was part of the working and living environment. From there they tilled their fields and grazed their cattle. Often the farms and lands went from father to son. From 1945 major changes occurred. Scaling, production for the European market, specialization and intensification, mechanization and automation played an increasingly important role in the agricultural sector. These developments have had a tremendous impact on the operation and establishment of the

26

C h A P T E R

2


farms. Along with ‚old style’ land consolidation they changed farming itself and, thus, the countryside dramatically. Of course, the growth of the population, increasing industrialization and the construction of industrial estates, increasing mobility and related traffic infrastructure in rural areas also changed. Developments in agriculture also affected the number of companies whose main occupation was agriculture or horticulture which fell sharply from 1960. This decrease is still occurring by an average 2.5% per year. This causes farmhouses and farm buildings to become vacant. They were and are still being demolished or converted farm houses improperly. especially by civilian residents. In the province North Brabant for example, there are now about 7400 farms compared with approximately 25.000 farms in 1900. This process meant that many farmers had to abandon their business, with or without subsidy, with or without a social plan, with or without new perspectives. One consequence was that suicide among farmers increased dramatically. In the 90es, when this process of closure was developing strongly several organizations came together under the coordination of an education and training institute: there was a telephone helpline set up for companies in trouble, counselors ,from different organizations were available to talk around the kitchen table, there were retraining programs and people looked for new forms of economic activity in rural areas like agratourism for example. More importantly, farmers who participated in this program raising awareness that they could help each other better than all the consultants, who were doing it with a certain detachment. Peer education saw the start of self-help organizations farmers going out of the business. Besides emotional and business support to each other they also organized meetings to establish new businesses in addition to traditional agriculture: landscape protection, care farms, biological and ecological farming, camping farms, attention to local products. In actually creating new activities, they created also new perspectives, new hope and renewed self-esteem. The story of the ORWO-women in East-Germany In quantitative terms post-communist transformation had a deteriorating effect on women’s involvement in paid labour, quickly replacing the near full employment of the state socialist period with high levels of unemployment. Since the “Wende” in 1989 East German women have been far more susceptible to unemployment, particularly to longterm unemployment, than their male counterparts. In the initial-post-“ Wende” period the gap between male and female rates of unemployment quickly widened. The steady rise of male unemployment between the end of 1995 and 1997, whilst closing the gender gap slightly, did not eliminate the bias towards female unemployment, Throughout the post-“ Wende” period women had greater difficulties re-entering employment once out of work and have consistently formed the majority of the unemployed. In 1996 training seminars Community Planning for Older People One were held in Wolfen, near Bitterfeld, one of the most polluted places in Europe. Wolfen is a village and former municipality in the German state of Saxony-Anhalt, located in the district Anhalt-Bitterfeld. The city has about 25,000 inhabitants. Wolfen is now a chemistry city that owes its development mainly of Agfa Wolfen film factory, opened in 1909. After the Second World War, when hundreds of women, children and men in the countries occupied by Germany and inmates of concentration camp Ravensbrück were forced to work in the IG Farben plants, with film and fiber production was continued in 1954 in the GDR. In 1964 saw the conversion of the trademark of Agfa ORWO (Original Wolfen). After the failed privatization of the film factory in 1994, the liquidation of the entire work was initiated. Since 1990, the


C h A P T E R

2

27

Wolfener population declined by 42 percent, from 43,900 to about 25,000 in 2005. Wolfen-Nord was built in the 1960s to the 1980s, mainly for the working people of all strata of the Wolfen film factory, the chemistry plan in Bitterfeld, the tube works in Bitterfeld and other industrial and educational sectors. Approximately 33,000 inhabitants lived there. It can be typically characterized as a “satellite town” full of prefabricated buildings. Since 1990 it is strongly affected by unemployment, housing vacancies and migration. For this seminar a group session (14 women, 4 men) started each morning 7.30 hour with a group breakfast in one of the old meeting rooms of the desolated factory, as in earlier days when they worked together. At 8.00 hour discussions started with self-exploration, identifying competences and ambitions, talking about old and new dreams and fantasizing about the future. For many of them the future was a black hole, a horizon without any perspective. The group talked about what people could do with the abandoned buildings and engines and examples e.g. of the Dutch farmers who out of the end of their farming started a new existence. They were astonished in imagining Bitterfeld as a touristical attractive environment in the future, or that people could and would swim in lakes which has been lignite excavations in earlier days. Who could believe that there would be a cheap attractive hotel –restaurant, called Schnitzelparadis? They were asked to tell about their lives and the women from different operational areas told proudly and with high self-esteem about their previous work affiliation, ending for most in 1989 (the “Wende”) or occasionally stretched by a temporary labour employment measure. Neither nostalgic transfiguration nor subsequent condemnation thereby thereby determine the tenor. „Working in the film industry was our life,” can be heard again and again. No coincidence that „my” and „our” are hardly ever brought as opposites, work was women for almost all more than just making money, although the working conditions were not easy, often the health loaded. Some of the women wonder in retrospect, as the many years in the darkroom, endured the constant handling of chemical substances. The ease with which the job responsibilities were accepted again and resolved, offers no room for ideologicalised schemes. On the contrary, look for the things of everyday life, and the stress and amenities that will be sharpened. The microcosm Film Factory had quite a peculiar dynamic that is in force for generations. Already the mother of the oldest female “has worked in the film industry”. Compounds are linked here, marriages donated, lessons given to children.... The years since 1989 required from all, whether due to the phasing out of employment or professional new beginning, a fundamental reorientation of the entire life. The force with which it was begun, certainly has its roots in the common experiences in ORWO. At the end of the seminar the women went to a refurbished and restored part of the building and showed proudly a small museum about their work, the ORWO-Frauen, and that was part of the beginning of re-appropriating what they have been expropriated of in the last past years. It is like

28

C h apter

2


Brecht says: what do we need to sing when we are living in dark days ... about the dark days we need to sing . That is how we can re-appropriate our lives, how we can rebuild our self-esteem and how we can create new perspectives, maybe not as beautiful as, but still nice…. Nowadays, 23 years later, we see in Wolfen as resident companies: • FilmoTec GmbH (manufacturer of ORWO films) • Film Wolfen GmbH • Guardian Flat Glass Ltd. • IPI GmbH (manufacturer of AC sheets) • Kesla group (including her is the famous Wolfacutan-cleaner) • MCE Industrietechnik East • ORGANICA Feinchemie GmbH Wolfen (producer of organic fine chemicals) • ORWO Net GmbH (Photo Service) • Q-Cells (the largest manufacturer of mono and multi-crystalline silicon-based high efficiency solar cells) • Wiesheu Wolfen GmbH (loading oven manufacturer) And in Bitterfeld you really can swim in the old mine and recreate on the former lignite hills. Onderkant formulier


C h apter

29

3

Chapter 3 – WORK, COMPETENCES AND MEASUREMENT 3.1. New forms of labour - more than paid work In the 3C-project we have discussed different options for future economic wellbeing: continuing paid work, self-employment, social enterprises, community participation, internships (exchange schemes), intermediate labour market and self-help. It is important that you are understand these various options, because you can support the older worker in making the best choice for him/her. These working patterns are described in the User Manual `broadly` as ways of working for people in different life situations. They include work that is paid, voluntary (unpaid) and entrepreneurial (such as self-employment). Another factor which has been taken into account are ways that people choose to work within a working pattern, such as by outsourcing (allocation of specific business processes to a specialist external provider), consultancy (operating in an organization for different departments or externally employed by a special firm or agency), portfolio working (people working on a number of projects for different organizations) or in a partnership with a number of other persons with a shared interest. Not all working patterns might be possible in all countries and older workers may not be interested in all of them. However, it might be useful to have an idea about the advantages and disadvantages of different options. Further on, in chapter 5 of these Training Guidelines we explain more about possible transitions in the labour market (5.1) and about the working patterns (5.2). If you need more background information about the current situation of older workers in your country you can download the national report from our website http://3cproject.eu, where we have described the current state of art and also older workers´ needs for future economic wellbeing.

3.2. Developments on the labour market and in HRM/policy During the last decades of the twentieth century, market developments compelled organizations to reorganize themselves into more flexible firms. Changes are taking place at a faster rate and in increasing numbers, undermining organizational strategy and planning, which organizations flexibility. Here we give you the actual figures of the labour market development report 2012 of the EU. Graph I.2.2:

Unemployment rates in the EU Member States: 2008-2011 (15-74 years, as % of labour force)

25 20 15 10 5

2008

2009

(1) Countries are ranked in descending order of unemployment in 2011. Source: Eurostat, LFS.

2010

2011

AT

NL

LU

DE

CZ

MT

BE

SE

RO

FI

DK

CY

UK

IT

SI

FR

EU27

PL

EA17

HU

BG

PT

EE

IE

SK

LT

LV

EL

ES

0

30

C h apter

3


We can see that Spain initially has the highest unemployment rate (20%) of the EU, though in Greece the unemployment rate has been dramatically increased (from 12,5% to 22,5%), while unemployment stabilized in Poland (over two years 10%) and the UK (over three years 8%) while in The Netherlands we find the lowest unemployment rate of the EU, which even declined somewhat in 2011. These developments enforce a re-organization of the structure of work and the transition from a job-based HRM system to a competence-based person-related HRM system. New production concepts, such as total quality management, lean production, business process redesign, and socio/ technics all decrease the division of labour and increase teamwork. These changes have implications for the ideal employee profile and the type of skills that are needed (Felstead & Ashton, Graph I.2.19: Employment growth by contract type, EU-27 2000). Employee competences are treated as valuable assets that must be nourished and 4 interpreted as being beneficial for both the 2 employee and organisation. As such, occu0 pational expertise and employability provide % -2 both work continuity and career-develop-4 ment opportunities. -6

2007

2008

2009

Pemanent employees Self employed

2010

2011

Temporary employees

Source: Eurostat LFS.

Table I.2.9:

LT EE LU BG LV DK UK MT HU AT BE SK RO IE DE SE CZ FR FI EU 27 CY EA 17 SI NL IT PT ES EL PL

Distribution of contract types among the employed in % by country Permanent contract 2011 chg 88.4 -0.2 87.8 -0.8 85.7 -0.5 85.3 0.9 83.9 0.0 83.5 -0.3 81.6 -0.1 81.3 -0.1 80.7 1.0 80.0 -0.3 79.3 -0.5 78.7 -0.8 78.5 1.5 76.5 -0.2 76.2 -0.1 76.2 -0.1 76.1 -0.2 75.5 -0.4 74.1 -0.1 73.4 0.1 73.1 0.3 72.0 -0.1 71.9 -1.0 70.5 0.1 66.8 -0.3 64.9 1.5 63.0 -0.2 60.1 -0.1 59.1 0.3

Temporary contract 2011 chg 2.5 0.4 4.1 0.7 6.6 0.0 3.6 -0.2 5.8 -0.3 8.2 0.4 5.2 0.0 5.7 0.8 7.9 -0.6 8.5 0.3 7.7 0.7 5.5 0.8 1.2 0.3 8.4 0.5 13.2 0.1 14.4 0.5 6.6 -0.2 13.5 0.2 13.6 0.1 12.0 0.1 11.6 0.1 13.5 0.2 15.8 0.8 15.7 -0.1 10.3 0.5 18.5 -0.4 21.4 0.4 7.9 -0.6 21.7 -0.2

Self employed 2011 chg 9.1 -0.2 8.1 0.1 7.7 0.5 11.0 -0.6 10.3 0.3 8.4 0.0 13.2 0.1 13.0 -0.7 11.4 -0.4 11.5 0.1 12.9 -0.2 15.8 0.0 20.3 -1.8 15.1 -0.3 10.6 0.0 9.4 -0.4 17.3 0.4 10.9 0.1 12.3 0.0 14.6 -0.2 15.3 -0.4 14.5 -0.1 12.3 0.2 13.8 -0.1 22.8 -0.2 16.6 -1.0 15.6 -0.2 32.0 0.7 19.2 0.0

(1) Countries are ranked by share of permanent contracts. Source: own calculations based on Eurostat LFS.

Graph I.2.19 shows us that temporary contracts in EU have increased significantly since 2009, while permanent contracts declined since 2008 but are nowadays slightly growing. Self-employment rates are go up and down frequently. Table I.2.9 shows us the numbers per country. Spain (63%), Greece (60,1%)and Poland (59%) have a lower number of permanent contracts than The Netherlands (70,5% and UK (81,6%). Temporary contracts are high in Poland (21,7%), Spain (21,4%) and The Netherlands (15,7%) and rather low in Greece (7,9%) and UK (5,2%). Self-employment is extremely high in Greece (32%), still high in Poland (19%), Spain (15,6%) and The Netherlands (13,8%) and UK (13,2%) are rather mediate. Interesting is also the graph above, which shows us developments in several labour market measures taken that include: growth in active labour policy versus a decline in labour taxation; a decline of training measures versus growth in measures concerning job protection; any reduction in working time and early retirement is still low, but growing again; and measures influencing the wage settings and stabilization in the decline of unemployment benefits.


C h A P T E R

3

31

Graph I.5.1: Number of labour market measures by domain, total EU

80 60 40 20 0

Active Labour Market Policies

Training

Unemployment Other welfare- Job Protection benefits related benefits (EPL) Average 2005-2007

2008

Wage Setting

2009

Working Time

Early withdrawal

Labour Taxation

2010

(1) * ALMP without training. Source: Commission services, DG ECFIN LABREF database.

It is relevant for you as professional to follow these developments and analyse the effects. Important are also the figures about age and unemployment. The graph below shows the change in employment rates by age groups since the beginning of the crisis. There is a positive relationship between age and the employment rate developments: older cohorts tend to perform better than younger generations.

Graph I.2.15: Employment rate change by 5-year age group, EU-27

2 1 0 -1 -2 -3 -4

15-19 20-24 25-29 30-34 35-39 40-44 45-49 50-54 55-59 60-64 2008-2009

2009-2010

2010-2011

Source:

3.3. Competence based employability measurement Within a competence-based approach to employability, competence models are used to match individual capabilities with organisational core competences. An employability measurement instrument has been developed and validated (v.d Heijde and v,d Heijden, 2006) and offers a user-friendly opportunity for practitioners to monitor competences of the organisation´s personnel on a continual basis. The competence-based conceptualisation of employability, in which the dimension of occupational expertise is complemented with four more general competences: anticipation and optimisation, personal flexibility, corporate sense and balance. The proposed employability dimensions relate to job-related matters as well as aspects of broader career development.

32

C h A P T E R

3


Occupational expertise constitutes a substantial element of employability. It is seen as the human capital factor for the vitality of organisations. In times of recession, workers most likely to be made redundant are the ones whose occupational expertise is lacking, obsolete or outdated. The second and third dimensions of employability anticipation and optimisation, as well as personal flexibility, concern adapting to changes and developments at a job/content level and at other levels, such as the career as a whole. These are relevant in the light of performance outcomes. There are two different types of adaptation: one being a self-initiating pro/active variant, and the second as a more passive, reactive variant. In present day, knowledge-intensive markets, employees certainly have an opportunity to fulfil labour requirements by creating the future themselves instead of merely performing fixed tasks. Numerous changes in organisations and their environments, such as mergers and reorganisations, call for flexible employees at multiple levels. In addition, they make great demands upon people´s resilience. Employees with higher scores of personal flexibility will derive greater benefit and further their career development. Flexible employees expose themselves more easily to changes and have a better understanding of how to take advantage of these changes. The fourth dimension of employability is corporate sense. Managers and employees have to participate as members of an integrated team, identify with corporate goals, and accept collective responsibility for the decision/making process. Besides departmental and organisational collaboration, employees may participate in project networks, occupational networks, industry networks, and virtual networks. Corporate sense builds on social capital networks, social skills, and emotional intelligence. It is about sharing responsibilities, knowledge, experiences, feelings, credits, failures, goals and the like. The fifth dimension of employability is balance. Balance is defined as compromising between opposing employers´ interests as well as one´s own opposing work, career, and private interests. Employability seems to be out of the question without an honest exchange between employee and employee, a relationship where both parties balance their investments and profits. The validated employability measurement instrument might be helpful for professionals as an addition to the User Manual. Practitioners are able to monitor the employability of the employees with this instrument and use it in their annual performance interviews and personal development plans.

3.4. Research results on unemployment and employability measurement There is no significant relationship between occupational expertise and at least the number of periods of unemployment. This result could be explained by the fact that experts are very committed to their profession. Following their profession is their primary goal, which consequently leads to less hierarchical mobility and change. People are overspecialised to the degree that this might have a negative impact on further job application. Anticipation and optimisation is a significant predictor for periods of unemployment and the higher the score on this employability dimension, the fewer periods of unemployment employees suffered.


C h apter

3

33

Preparing for and adapting to future changes in a personal and creative manner, and striving for the best possible results, indeed seem to protect a person form unemployment. Personal flexibility however is only positively related to periods of unemployment: the higher the score on this dimension, the more periods of unemployment the employees suffered. People do not seem to benefit from the capacity to adapt easily to all kind of changes in the internal and external labour market. Corporate sense appears to be a significant predictor for the number of promotions in the entire career, gross income, and subjective hierarchical success. Participation and performance in different workgroups seem to be very important activities for a person´s career success. Finally, balance is positively related to job satisfaction and life satisfaction, both subjective career success outcomes. This is important to maintain your productivity in the long run.

3.5. Conclusion The conclusion from this research for working with the skills learning units in the User Manual is that you should in particular use these parts which enhance human capacities to anticipate changes in work situation and optimizing flexibility according to the changing situation, including updating skills and competence development. Another conclusion is that it is very valuable to participate actively in all kind of work-related social settings: exchange, sharing knowledge, use of social media, etc. Finally, it is important to test regularly a person’s capacity to balance their life skills, since balancing, as pointed out before, is the basis of al paid and unpaid work.

34

C h A P T E R

4


Chapter 4 – THE 3C-MODEL 4.1. Revision of the 3C method The learning process developed by the 3C project consists of a number of components arranged in a logical sequence. The model is presented below: The structure of the model has been derived from the identified list of eight questions that may be asked by a person interested in staying economically or socially active in their later life Question 1. Where is an older person at this time in his life? The first step in the model is to identify and analyse the current situation of the person, including his/ her employment status, attitudes, plans, strengths and weaknesses. As the User Manual is designed to give the reader the most possible autonomy the basic tool to answer this question is a SELFASSESSMENT test. Question 2. What does he/she think is his/her next step? This basic question refers to possible scenarios the user may consider, choose and follow in the future. As the intended user is a person who faces or is going to face a significant change in life, those scenarios are referred to as TRANSITION SCHEMES. It simply means a change from one form of participation in professional / community life to another one.


C h apter

4

35

Question 3. What is the working environment in the country and region where he/she lives? As the European Union is a grouping of countries of various economic situation, legal framework, as well as social and cultural background, these transition schemes are likely to work differently in different countries. That is why the NATIONAL CONTEXT should also be brought into user’s attention. Therefore, the model shall provide a short overview both of the Europe-wide situation on the labour market and of the national contexts in the user’s country. The authors are however fully aware of the fact that the statistical landscape may be subject to rapid changes. That is why the reader should be strongly encouraged to follow the ongoing developments in their respective countries. Question 4. What are his/her options? The next step for a reader is to identify and learn possible settings available for him/her at the end of transition. These settings are referred to as WORK OPPORTUNITIES. The intention of the 3C model was to identify the most likely and promising work settings that may be an option for the user in the unstable and less secure job market. It is worth noting that the list includes not only paid-work options but also some non-paid opportunities. Question 5. Which are his/her best options? At this stage the reader is expected to choose the best scenario(s) for him/her. This decision should be made based on the reflections from the self-assessment test, the analysis and evaluation of the national context and the awareness of pros and cons of each work opportunity. Question 6. What does he/she need to do? Having selected the best opportunity the user is now encouraged to reflect on his/her needs to increase skills and competences to be able to complete a successful transition. Based on the thorough analysis of the possible skill and competence gaps for each working pattern, the authors of the 3C model have selected some knowledge areas of particular importance. These are referred to in the model as SKILL LEARNING UNITS that provide some useful knowledge and tools in a particular area (e.g. time management) and as LIFESTYLES that are considered as cross-cutting issues that are worth practicing in the context of any working opportunity. Question 7. What support is there to help? Concurrently with studying the learning modules the user may identify the need for some further assistance by external experts or institutions. Some guidelines on this issue are provide in each SKILL LEARNING UNIT Question 8. How can he put this into action, including goal setting? Finally the user is encouraged to define his/her individual action plan that follows the selected transition scheme. The plan should include specific goals, identify the next steps for the user (possibly with a draft schedule) as well as the user’s further need to improve his/her skills and competencies.

36

C h apter

5


Chapter 5 – TRANSITION SCHEMES, WORKING PATTERNS AND SKILLS LEARNING UNITS 5.1. Definitions This Chapter will make you familiar with three key terms which we use in the User Manual: transitions schemes, working patterns and skills learning units. We talk about transition schemes when we try to identify the range of different situations which may occur for 45-plus workers: -- Transition from present paid work to new paid work -- Transition from paid work to other (unpaid) activities -- Transition from paid work to self-employment -- Transition from redundancy to self-employment -- Transition from redundancy to paid work -- Transition from redundancy to other unpaid activities In each transition people are faced with different questions and need to develop adequate strategies and skills to realize the transition. We talk about working patterns when we mean different work opportunities for older workers in a wide sense. However, each working pattern, a sub-section of paid or unpaid work, has its own characteristics and statutory framework. If someone has identified his/her relevant transitions scheme(s), he/she can also identify which working patterns are valuable to them to examine. Skills Learning Units are the learning modules in the User Manual which refer to the needs identified as important by people aged 45+ as a result of a needs analysis. Later, those people who know their relevant transition schemes and valuable working patterns can identify which Skills Learning Units are interesting to undertake in order to achieve their personal goals.


C h A P T E R

5

37

5.2. Transition Schemes Below you find the schedule from the User Manual showing different questions belonging to different transitions.

Few people are free free to choose a transition scheme. A transition is often something that happens to you and you have to find out how to cope with it. Agreements between social partners however, about employability of older workers, including measures about mobility, can play a key role: recommended are work-to-work pathways for older workers who are threatened by unemployment. The chance to find another job is, for any older worker, the best exit from a work situation. Every attempt should be made to ensure that older workers avoid being amongst the chance unemployed in the labour market. However, if older workers do become unemployed the chances of returning to the labour market is very low.

38

C h apter

5


5.3. Working Patterns - Opportunities There has been increasing recognition at the EU level of changes occurring in working patterns. In 2004 the European Commission in 2004 recognized the importance of lifelong careers guidance as having a key role: in promoting social inclusion, social equity, gender equality and active citizenship by encouraging and supporting individuals’ participation in education and training and their choice of realistic and meaningful careers’.5 In 2011, the European Parliament called on Member States and the social partners” “to adopt initiatives to effectively assist older workers in lifelong learning and vocational training;” and “…to facilitate the recognition of non-formal and informal learning and encourage the exchange of work experience”6. However the current recession is undermining the wellbeing of older workers and European citizens in general. Unemployment rates all over Europe are discouraging, with the situation being critical in the South with implications for employment offices, social care services and advisors of all kinds. Each working pattern7 has its own characteristics and statutory framework and you, as older employee’s advisors need to be familiar with them in order to support them. New trends and realities in the labour market should be taken into account, as traditional jobs vanish and older workers/trainers/unemployed need guidance for the new and almost inconceivable challenges occurring. Continual retraining, constant learning, more frequent job-changes, more flexible ways of working have become the norm in most economic sectors and most Member States, and people who entered the labour market some decades ago have to confront the gap between their expectations and current realities. This is the difficult context for experts of all kinds - trainers, counselors, mentors, coaches, advisers etc. – supporting older workers. Employment is not only about survival, but is often a determinative element of identity. Figure 1: Work opportunities: paid, unpaid and voluntary

Council of the EU, 2004 http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//TEXT+REPORT+A7-2011-0082+0+DOC+XML+V0//EN, The motion for a European Parliament Resolution on European cooperation in vocational education and training to support the Europe 2020 Strategy, 8th June 2011, articles, 81 & 88 7 See, figure 1, schematic drawing of working opportunities/patterns. Details, http://www.3cproject.eu/uploads/files/P.1%20 Draft%20User%20Manual%281%29.pdf 5 6


C h apter

5

39

How can national employment services be more user-friendly for older workers. What do older workers want and think about contemporary employment policies for them? Findings from the UK CROW Postal Survey8 suggest that older workers’ want policies that give them the right to continue working as long as they are fit and able, feared that older workers’ skills were being wasted; but also they wanted the right to retire, feeling that Government policy threatens this. 73% wanted to have the choice to work occasionally or part time, with more flexibility to combine life and work. In the report“Working and ageing.”9 Gleaning notes the lack of research findings showing any consistent relationship between age and overall work performance. Only some physical abilities decline with age. Advisors need to be aware that “The traditional focus on formal training is making way for the concept of age-friendly work- places, which combine formal, non-formal and informal learning to encourage competence development in organisations that value and support learning for workers of all ages”.10 However each country exhibits variations be sector and by employer in how far this focus on competence and being age friendly has progressed. Demographic changes and the rejection of the “deficiency hypothesis” and its associated negative stereotypes for older workers, will gradually change the domination of the “replacement strategy”(replacement of older workers with younger) with that of activity theory that assumes that people remain active in employment as long as the environment continues to provide a challenge. (Van der Velde and Van den Berg, 2003).11 This diversity in the characteristics of unemployed people in the 50-70 year age group is underlined in recent studies in the UK (Jones and Griffiths, 2007) and New Zealand (Department of Labour, 2006). Age and gender are critical but so are (a) educational experiences (b) work history, from demanding and well-rewarded jobs, to marginal roles in the labour market; (c) financial status, from anticipated security in retirement to reliance on state support. Changes in the national economy, from manufacturing-led to service-led and information-led, cut across qualification distinctions, with both shopfloor and highly qualified workers losing employment as their sector declined. ‘Career advancement’ was not the primary concern, (only for an important minority) as older workers seek ways to balance their need for income, their desire for a congenial way of life, an expectation of a certain respect for the skills and wisdom they have gained through life experiences (often not formally accredited) and a desire to be treated fairly.12r In reality most employers make smaller investments in training for older workers (Ford 2005, p. 67). SMEs are major EU employers, vulnerable to technical and demographic changes and less likely to have systems of formal training and career development. Rarely do they have systematic Human Resources Development Initiatives (HRD) In these older workers may experience longer periods of employment, but they also have less opportunities for learning (formal and informal) and development, than younger colleagues. Age discrimination is widespread amongst employers, line managers and older workers themselves (hopefully, not advisors!) while older workers’ lack of formal qualifications may be a barrier. An important role for the advisor is seeing how to support people’s own career management and help them understand, interpret and convey to others the skills and capabilities developed through their life

Presentation, “older workers’s attitudes to work: findings from the CROW Postal Survey”, Centre for Research into the Older Workforce, Matt Flynn and Stephen McNair 9 See, Working and ageing, emerging theories and empirical perspectives, CEDEFOP, Luxemburg 2010, http://www.cedefop. europa.eu/EN/Files/3053_en.pdf 10 Lbid, p.1-2 11 Lbid, 1.4 Opportunities to explain individual early retirement requirements, p. 21 12 Lbid, p. 265 8

40

C h apter

5


and work experiences13. Advisors, many younger than their older clients, will need to develop self confidence in engaging with ‘big questions’ underpinning value-based career choices, and decisions about the part that learning and work (including voluntary work) play in people’s lives. As an advisor you too need training in understanding and approaching in a holistic manner the variable and varying characteristics and ambitions of people in relation to work and in voluntary, learning and leisure activities.14 While you will need to empathize with the situation and needs of older workers you will also need to be well informed about learning provision and welfare rights. An effective service should try to use older advisors who can serve as role models as well as service providers. The diversity in the older age group is of far greater significance than the accident of their common age. You will need to ensure that training about older workers is a regular part of professional development for staff in all services, specialist or adult, face-to-face or distance. Advisors need to be able to provide specific information and practical help in job-seeking, knowledge about social enterprises, local self help groups, financial planning, while having an ability to discuss peoples’ shifting values, hopes and fears for the future. (Hawthorn, 2008b; Barham, 2008). Help from you will be required if individuals are expected to contemplate overall retirement planning with people being in “more flexible mixes of temporary employment, part-time work, and self-employment“ (OECD, 2004, p. 68).15 The opportunities for the employment of older workers in the current economic climate in many countries are limited. In piloting the “User Manual” in Athens (March-April, 2013) it was evident that any advisor is in considerable difficulty in providing the kind of help needed by men and women currently unemployed in the secondary or tertiary sectors; ex owners of SMEs; of low education and qualifications; out of date technical skills; disappointed and dependent on social care services for survival. Employment advisors need to be able to act on many fronts in a variety of interventions to help older and middle aged workers in a changing and very depressed labour market. While the social economy and social enterprises may provide ways of meeting their needs and an exit from unemployment, in some countries these are rather new and have not been evaluated. More information is required in the field of local initiatives, new technologies and renewable resources of energy. Advisors/counselors/trainers will need to keep abreast of developments in their country. Gender, migration or minority status and health status are also variables of significance amongst older workers. This is a period of massive structural change as well as economic recession and international competition. Experiments in learning and social and economic enterprises of all kinds will have to be supported by advisors, service providers and older workers will be needed.

5.4. Working with Skills Learning Units The skills included in the SKILLS LEARNING UNITS (Chapter 4 of the User Manual) were identified as important by people aged 45+ as a result of a needs analysis. These learning needs were also identified by professionals, who work with the over 45 year olds. These needs analyses were carried out in five European countries. In each SKILLS LEARNING UNIT the most relevant skills led to the inclusion of Activities designed to build that specific skill. The Activities are each made relevant to the user by using the first person: ‘I’, ‘me’, ‘my’, and so on.

Lbid, p. 266 Lbid, p. 267 15 Lbid, p. 270-271 13 14


C h A P T E R

5

41

How can SKILLS LEARNING UNITS be used? Conceptual Basis In Chapter 1, of these Training Guidelines, the qualities and operational style of the facilitator, trainer and adult educator are identified.

An Overview of the Model and Process in the User Manual

Within these specifications some core principles may be assumed. One of these is that an individual can enhance themselves and learn at any stage of life, building on existing knowledge attitudes and skills. The Skills Learning Units are in many ways progressive forming building blocks to achieve higher levels of competency.

42

C h apter

5


Using a Skills Learning Unit Activity The SKILLS LEARNING UNITS and their descriptions are listed below: Time needed

Description of section A combination of knowledge, skills and attitudes appropriate to work context.

4.1. Key competencies

9 hrs

4.2. Self-awareness and self-esteem.

7 hrs

Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment This is an extensive set of activities, which enables the individual to build their confidence to different situations

4.2.1 – 4.2.4 Self-awareness

Activities which assist the individual to ‘see’ themself

4.2.6 – 4.2.13 Managing thoughts and feelings

Activities which enable the handling of different kinds of thinking and emotions

4.2.15 – 4.2 17 Self-esteem 4.2.18 – 4.2.23 Self-love

Activities which build inner confidence Activities which increase the feeling of self-care and love

4.2.24 – 4.2.27 Status

Activities which enhance the feeling of self-authority and perceived level in society

4.3. Managing change

I hr 35 min

A short set of activities which enhance the ability to handle and manage changes

4.4. Knowledge transfer

2 hrs 30mins

Activities which improve the ability to exchange and pass knowledge to others, such as through mentoring

4.5. Time and stress management

2 hrs

Activities which develop the ability to prioritise and manage demands

Selecting the Appropriate Materials In Chapter 1 of the Training Guidelines a key task for the educator is to select a programme of activities relevant to the needs of the individuals and the time available for the session(s) of learning. The User Manual provides many and a range of activities within each theme or subject to clarify or build skills. As the educator developing the learning programme, choose from the most appropriate activities for your learners. Selection of materials When putting together a programme of activities note that both the activities and methods need to be varied to suit different learning styles, engage different parts of the brain, and provide experiences in different ways. This makes learning more effective and interesting. It is therefore useful to read through the activities in the relevant section/chapter and select activities for your programme which will engage individuals differently.


C h apter

5

43

Explanation of the basic structure of an Activity Each Activity is structured in the same way. Taking Activity 1.2, from Chapter 1 User Manual, as an example.

Activity Title

Activity 1.2 – What are my dreams, hopes and aspirations?

Purpose A brief statement of the outcome of the activity..

Purpose: This activity will help me to identify my dreams, hopes and aspirations. Time required for the activity: 15 minutes

Time The typical length of time needed for this activity.

Resources needed: Paper and pen Exercise

Resources a user may need. Exercise The instructions/ process for undertaking the activity. These instructions are written in a step by step way and in the first person.

1. In this activity I will allow my thoughts to flow, without editing them. I will allow my memories or ideas to flow freely. 2. I will think back to when I was a child or teenager: What dreams or ideas did I have for my life? Write these down. 3. Do any of these dreams still apply? 4. What other things have I wished for or dreamed about in my life? Write these down. 5. What hopes or aspiration do I still have in my life? Write these down. 6. Read through the answers to these questions: Which dreams hopes and aspirations still apply to my life now?

Some questions you may ask yourself: Does this activity or range of activities engage with: • cognitive, affective (emotions), or psycho-motor skills? • the four main learning styles (reflector, theoriser, pragmatist, experimenter)? • different methods, such as creative, cognitive, visual, auditory? • different methods, such as discussion, idea storming, individual work, group working, quizzes, simulations, role play, case studies? • people’s interests? • peoples experiences?

44

C h apter

5


Matching the needs, time available and activities Outline of some possible programmes: Session Length

Needs

Activities Selected

1. Half-Day (3 hrs)

‘I have no idea what I need to do next?’

Chapter 1 (2 hrs), and some from Chap2 (15 mins) and Chap 3 (45 mins)

2. One Day (6 hrs)

‘I would like to find Needs analysis (45 mins) paid employment and Review Chap 2 and 3 (1 hr 15 mins) and what are I lack confidence’ the implications for getting paid work? (30 mins), and some from self-awareness and self-esteem (2 hr 45mins) Evaluation (30 mins)

3. Three Days (21 hrs)

Introduction to ecoNeeds analysis (45 mins) nomic activity for 45+ Chapter 1 – Where are you now? (2 hrs) year olds Chapter 2 – What are the implications for you of the current economic environment? Discuss (45 mins) Chapter 3 – What are your working preferences? (2 hr 30 mins) Chapter 4 –What skills do you need to get the work you want? (14 hrs) Chapter 6 – What actions do you need to take? (1 hr) Evaluation (30 mins)

4. 10 x 2hr sessions

Introduction to ecoNeeds analysis (45 mins) nomic activity for 45+ Chapter 1 – Where are you now? (2 hrs) year olds Chapter 2 – What are the implications for you of the current economic environment? Discuss (45 mins) Chapter 3 – What are your working preferences? (2 hr) Chapter 4 –What skills do you need to get the work you want? (12 hrs) Chapter 6 – What actions do you need to take? (1 hr) Evaluation (30 mins)


C h apter

5

45

On-going skills development When the learners have completed their sessions with you, you may want to think about activities that they could do at home to continue their learning and practice. Include if appropriate chapter six, User Manual, taking action steps to implementation.

Applying to group techniques to activities from the User Manual 1. Orienting for a group

For example activity 4.3.1 identifying changes

The initial step in this activity is to ask the user to think about the kinds of changes.

This could be replaced by any of the following: -- a whole group undertaking idea storming -- small groups working together to generate ideas

-- people working in pairs 2. Activities with several parallel steps. This could be used in a group context by: -- 0dividing the whole group by the number of tasks, and allocating small groups to each task -- getting small groups of 3 to 4 people to work sequentially through all the steps -- getting pairs to work through some or all the steps 3. To working with the whole group.

For some activities all aspects of the activity may be appropriate for whole group work such as: -- Idea storming for activities -- Whole group processing -- Visualisations -- Introductions -- Summaries of learning

Issues and difficulties that may arise Sensitivity to issues Economic wellbeing is a complex area in which to work for the following reasons: 1. The User Manual covers a diverse range of areas (see diagram of process); some of these are very personal (such as chapter 1, 4, and 5). The individual may be being asked to tackle deep personal issues, which can be frightening, annoying, or painful. Educators are advised to take a sensitive, empathic and empowering approach. 2. Personal money and finance can be very challenging for people. It often brings up ‘old patterns’ all issues which have been learned or programmed in childhood. 3. Some aspects of economic wellbeing are outside an individual’s control, due to the socio economics of the state, region or locality. This especially applies at this time with a series of economic crises impacting on many countries in Europe and across the world. 4. The socio-economics of the state, region or locality in which the person lives can significantly impact on the work opportunities available. Therefore, a realistic approach is required in this learning process.

46

C h apter

5


5. Even after needs analysis, it is important to take an empowerment approach, especially, in discussing competencies. Care may need to be taken concerning assumptions about their adequacies, a lack of competence, and so on. A balance will need to be taken by the educator by acknowledging the existing competence and identifying areas of competence for development. 6. There may also need to be a balance between depth and breadth, going into detail verses covering a range of topics. The outcome will partly depend on the needs analysis, the existing skills, or and the best use of the resources available.


C h A P T E R

6

47

Chapter 6 – DIFFERENT LEARNING CONTEXTS 6.1. Introduction This chapter aims to provide help educators, trainers, job coaches, work placement people, human resource specialists and community development workers with the User Manual they aim to use in their practice. The main uses of the materials developed focuses on the context: 1. Working with enterprises and institutions 2. Working with a group 3. Working with individuals The workbook is not a list of exercises around particular themes. The proper construction of a learning within a specific context (organizations, groups or an individual) is sometimes harder than finding suitable exercises. How you can use the User Manual has been extensively described in the User Manual itself. That is not repeated here. However, you can find examples in this chapter with a brief description of how the exercises in the workbook can be used within organizations, groups and working with individuals.

6.2. The cultures of education In chapter 1 we mentioned general and specific professional competencies necessary for working as trainer, tutor, coach or advisor. Separating these from those of your personal style as trainer or coach is important. Style implies a vision and a theory on learning as well as an attitude: it is your style as professional trainer or coach. Below you find a schedule, designed by Leirman, which can help you to identify your personal style.

Leirman distincts 4 cultures of education: 1. The educator as an expert. This implicates that an educator must have additional specific expertise and knowledge. He/she is well involved in the content and represents an extra value and this is additional to the knowledge

48

C h apter

6


and experiences of the learners. Often he/she is a lecturer rather than a teacher. The theoretical approach behind this style is knowledge transfer. He/she will learn you what you have to know. This theory assumes knowledge mainly as objective, evidence based and proved in practice. Knowledge transfer is mainly a cognitive and rational process. In this view the power of knowledge leads to power over life. 2. The educator as an engineer This implies that an educator is primarily somebody who knows and gives solutions. He/she knows how to cope with a variety of problems, questions and issues. He/she looks at the world as a technician; he/she will analyse the problem to explore what might be possible solutions. He/she helps you to find solutions in the most simple practical and pragmatical way. He/she will teach you how to fix the problem: what kind of action is necessary to change the situation? The theory behind all this is that action-oriented education changes the world. It is a step by step approach: identifying and exploring, analyzing, considering actions and planning. This approach focuses less on knowledge, but particularly on practical insight, skills to solve the questions and strategies to achieve goals. 3. The educator as a prophet. Here the educator is rather a missionary and a messenger than a teacher. He/she believes in subjective approaches and personal and political choices. Learning is in the end always a matter of changing and improving the world as well as your personal performance. He/she is giving you inspiration and believe, rather than knowledge and skills. He/she is stimulating you to know yourself and the world around you and find your own way The theory behind this approach is to find the right and truth pilgrimage to a new heaven and a new earth. It is an approach in which people learn to develop themselves and to realize their dreams and ideals. Make my dreams come true! This approach does not pretends to be objective, but focuses on a strong personal belief, a mission to change and high self-confidence. This approach is not knowledge- or evidencebased, but relies particularly on vision of mankind and society. 4. The educator as a communicator Here the educator is primarily somebody who facilitates the communication between the learners. Learning is primarily seen as a process of learning from each other, learning from other experiences, from other opinions, from other ideas. This educator stimulates the learners to express themselves, to talk about their thoughts, feelings, observations and other experiences. The educator facilitates the process of listening to one other, questioning each other, commenting and criticizing each other. He/she will also focus on the process and planning of reflections, formulating conclusions and making decisions. The theory behind is that ones being depends on communication and learning happening in dialogue. It is not only that people are able to learn from each other, it is also seen as a must, an extra value when people learn from each other. It is an approach very strong focused on the process of learning, not on the content. How people learn is seen as more important rather than what they learn. This approach is mainly based on knowledge about communication theory and skills in relation to learning. The learner is supposed to formulate not only his/her own learn targets, but also his/her learning experiences and outcomes. Reflecting on this four cultures of education and types of educators the final statement maybe should be: these are possibilities, there is no absolute conclusion about what is good or bad, of what works and what does not, - nothing is sure. This conclusion looks quite post-modern indeed: after de-construction, there are no constructs any more. Or is this statement simply an expression of a fifth culture of education: that of laissez-faire, in the sense of “let everybody compose his own cocktail”? Learning is always context-based and this learning context as well as the abilities of the learner(s) and the capabilities of the educator together are making the right mix for learning in this or that situation.


C h apter

6

49

6.3. Working with enterprises and institutions Institutional learning landscapes Training in business settings For an organization, it is important that they continue to develop and innovate in the market. This requires professionalism of the staff. Training does not only develop employees but there has other aspects, such as binding and attracting people to the organization. Done correctly training becomes a strategic necessity. But what’s in a training course? What is actually a training? Why is there a training need? One of the definitions of “training” is “a deliberate and targeted influence of employees in work organizations, individually or in groups, so that knowledge, skills, visions and attitudes are developed, which are necessary and desirable for the fulfillment of current and / or future functions”. Training should be a derivative of organizational policy. This policy addresses a number of important aspects such as mission and goals of the organization. This is more well developed in business life rather than in community organizations as well. However, community organizations might learn from business organizations as well, in particular from the relation between training and organizational management and policy. While the mission describe the core values of the organization described, a vision is needed so that the organization proactively focuses on the future. It describes what the organization wants to go. Which are its’ priorities ? What goals are linked? How does the organization achieve these goals? Organization policies can also be described as a strategic document. Training can thus be divided into a number of types: 1. Technical: In this type the employee focuses on the knowledge realted to his/her profession. An example is the secretary who will follow a course taking minutes. Or a coordinator who wants to develop competencies in the areas of leadership does this through management training. 2. Job-training: These are all programs aimed at employees’ performance in his job. Training can best be described as the purposeful and systematic use of training in an organization. This policy is described on several levels: 1. Strategic level: This relates to the continuity of the organization and has a long-term character. Activities at this level focus on the external environment. 2. Tactical level: This concerns tactical decisions instead. These are derived from derived from the strategic level of the organization. 3. Operational level: This includes tasks that belong to best perform. The focus is on the short term. The organizational goals have certain competencies, skills and knowledge in house. Through training a translation can be made between objectives of the organization and the competencies, skills and knowledge of employees. When training is used a means of effectively achieving strategic objectives, an overarching training schedule needs to be made. Importance Organizations increasingly see them the importance of good training. Training has therefore an anticipatory and innovative function. Early problems are recognized and noted. Training also has a guiding function. Training clearly defines what “training” to take place. By training the communication is improved and less confusion created. Additionally any organization becomes more effective and efficient in its profiling and thus pays more attention to goals. Training is therefore often not seen as a cost but as an investment, contributing to the achievement of organizational objectives.16 Research by the National Training Survey 2012, among more than 1,100 respondents, shows that only a quarter of the people have access to a personal training budget. Many courses are canceled or delayed) 16

50

C h A P T E R

6


Professional relationship Good fine-tuning in the relationship between training and organization is important if the results are to be accepted. Such an analysis consists of 3 dimensions 1. Organisation analyis The following aspects are important: -

Analysis of organizational goals, so the training can be related to these goals Analysis of the organizational culture, philosophy and organizational style of the organisation Analysis of possible conflicts, the way they can disrupt work and influence the training Analysis of the educational sphere. For what reasons training is used and how often?

2. Function and task analysis This includes research into learning needs at job level. In other words, what knowledge, experience, skills and attitudes are necessary / desirable in order for a current or future job to be carried out? Given the complexity and the scope of functions comprehensive task analysis is not always possible to design. However, the following levels of analysis can be distinguished varying from the very specific to very general: 1. Comprehensive analysis, a detailed study every aspect of the job (knowledge, skills, attitudes)2. Key task analysis, a study of crucial tasks or key tasks belonging to a function 3. Problem centered analysis, a study of problem areas within the function, or as perceived. 4. Core analyzes, an examination of the essential qualifications needed within one or more organizations. Differences in methodology and depth of research appear in the training needs analysis elaborated below. These methods are based on Rummler (1987). These methods are: 1. Training needs survey, analysis of knowledge and skills 2. Competence study; identification of necessary competencies or capabilities needed 3. Task analysis, analysis of the current or desired function

Analysis of the target The last of the three focuses on the analysis of the target group for whom is directed. Having determined what the learning objectives and organizational level of the function are, it is now time to determine the expectations about the training and of the of the students. It is also important to align methodology and training content with the initial situation of each student. So, as professional you should identify what kind of working patterns are possible in the organisation you are working with.


C h apter

6

51

The training opportunities of older workers are: 1. Continuing Paid Work. The main challenge of continuing paid work is how older workers can get access to training opportunities in a satisfying way when many enterprises are full of ageism. How can older workers convince employers that they need extra training? 2. Self-Employment With decreasing availability of traditional employment for older workers in the labour market selfemployment may be considered. Training may be needed for a range of new skills that will sustain the older person in his/her enterprise. 3. Social Enterprise Social Enterprise may provide an opportunity that provides personal meaning and value for older people seeking to find paid work or voluntary activities. Training may not be evident or forthcoming in these settings. 4. Community Participation This includes a wide range of activities in which a person actively engages with their local environment and community. Few NGOs or community groups offer systematic training yet investment in this helps ensure the continuity and success of local bodies. 5. Exchange schemes In job rotation an employee temporarily changes their job, task, function or workplace. This can be both within and outside the organization. Again basic training is needed to accustom individuals to their new jobs, however temporary. 6. Internship An internship is a work-related learning experience for individuals, who wish to develop hands on work experience in a certain occupational field. Training should be an intrinsic part of the internship. The participants Before starting it is important to analyze the group of which the student belongs. Such an analysis should be about 2 goals: 1. It should lead to the identification of learning needs, and the expectations in that group 2. proper alignment of the training on the specific characteristics of the group. Examples: -- Group interview at the employment agency UVW (NL)

Within the UWV we started the training with a group of 13 participants. On the basis of a global program with an appealing invitation, people could sign up through their job coach. The trainer and the participants saw each other for the first timeduring the training day. It took time to create a familiar atmosphere and it was important to get on individual motives and goals. After getting acquainted we started the careful inventory of personal learning goals of the participants. The questions in the module “key competences” were used in order to achieve this. Furthermore, attention to individual expectations were colored by personal circumstances of the participants’.

52

C h apter

6


-- Interviews with key figures from the organization employment agency UVW

In preparation for the training day we planned two interviews with the work coaches of the UWV. These coaches are working hard as supervisors of the participants of the training group. Their task is to guide work and thereby act. As personal coaches they also offer training days around personal development and assertiveness. In these discussions, the following issues have been tackled: -- Objectives of the program -- The role of the job coach -- Role of the trainer -- Specific characteristics of the group -- Possible barriers and resistance of participants

Obstacles in organizations The vision of training within an organization can be very different from the vision of the educator (trainer). To be effective an agreement has to be found to include and accept a training course within the context of the organization. For one that focuses more on behavioral change, it is first necessary that the participants are highly motivated. If the attitude of the organization weakens the motivation of participants, the trainer has to cope with a suspicious or defensive group. This unintended effect may occur because: 1. Organizations send employees to training without any evident reason direct cause. Employees get a course offered without preparation or without follow-up. Nobody in the organisation suggests there is any interest in future usability of the trainee or what he has learned. 2. Employees are not informed about the training, are not involved in the development of the training and there is no communication as to why the training is given. Participants often think that they are sent due to malfunction in the organisation. However, management believes that the training will really help the work (even) better or believes that more job satisfaction will arise. Also often management sees training as an investment that brings employees career advantage. 3. Frequently, in a subtle way employees are forced to participate in a training, often by a suggestion that any unwillingness on their part is not beneficial for their career. 4. Organisations not take into account needs of workers in determining the training goals. 5. Insufficient or no attention to the welfare of employees. This often is evident in unilateral communication, lack of performance appraisals, unpleasant working conditions and unresolved conflicts. Suggestions and tips for success: -- Make sure you have reliable information on the needs, performance and motivation of the participant(s), -- Perform interviews with the client from the organization and look at their potential „hidden agendas” -- Involve the people in the organization who set or determ the goals.


C h A P T E R

6

53

6.4. Working with groups Working with a group is useful as it provides pleasant contacts and helps participants achieve their goals. The consistency group has to develop and it also goes through certain developmental phases. The Forming – Storming – Norming – Performing model of group development was first proposed by Bruce Tuckman in 1965, who maintained that these phases are all necessary and inevitable in order for the group to grow, to face up to challenges, to tackle problems, to find solutions, to plan work, and to deliver results. This model has become the basis for subsequent models.

Tuckman’s group development model 1. Forming The first stages consist of the forming of the group. The individual’s behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as group organization, who does what, when to meet, etc. individuals are gathering information and impressions - about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done. The group meets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. Group members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the group. Group members are usually on their best behavior but very focused on themselves. Mature group members begin to model appropriate behavior even at this early phase. Sharing the knowledge of the concept of „Groups - Forming, Storming, Norming, Performing” is extremely helpful to the group. Supervisors of the group tend to need to be directive during this phase. The forming stage of any group is important because, in this stage, the members of the group get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the group works as an individual and how they respond to pressure.

54

C h apter

6


2. Storming Every group will next enter the storming stage in which different ideas compete for consideration. The group addresses issues such as what problems they are really supposed to solve, how they will function independently and together. Group members open up to each other and confront each other’s ideas and perspectives. In some cases storming can be resolved quickly. In others, the group never leaves this stage. The maturity of some group members usually determines whether the group will ever move out of this stage. Some group members will focus on minutiae to evade real issues. The storming stage is necessary to the growth of the group. It can be contentious, unpleasant and even painful to members of the group who are averse to conflict. Tolerance of each group member and their differences should be emphasized. Without tolerance and patience the group will fail. This phase can become destructive to the group and will lower motivation if allowed to get out of control. Some groups will never develop past this stage. Supervisors of the group during this phase may be more accessible, but tend to remain directive in their guidance of decision-making and professional behavior. The group members will therefore resolve their differences and members will be able to participate with one another more comfortably. The ideal is that they will not feel that they are being judged, and will therefore share their opinions and views. Normally tension, struggle and sometimes arguments occur. 3. Norming The group manages to have one goal. Some may have to give up their own ideas and agree with others in order to make the group function. In this stage, all group members take the responsibility and have the ambition to work for the success of the group’s goals. 4. Performing It is possible for some groups to reach the performing stage. These high-performing groups are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The group members are now competent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the group. Supervisors of the group during this phase are almost always participative. The group will make most of the necessary decisions. Even the most high-performing groups will revert to earlier stages in certain circumstances. Many long-standing groups go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the group to revert to storming as the new people challenge the existing norms and dynamics of the group. 5. Adjourning and transforming that involves completing the task and breaking up the group.


C h apter

6

55

CHARTACTERISTICS ABS STRATEGIES Forming

Storming

Norming

characteristics

characteristics

characteristics

-- Questioning -- Socializing -- Focusing on groupidentity & purpose -- Sticking to safe topics

-- Resistance -- Lack of participation -- Conflict -- Competition -- High emotions

-- Relief, lowered anxiety -- Reconciliation -- Members are engaged & supportive

strategy -- Take lead -- Clear expectations -- Quick repsons

strategy -- Normalize

strategy

Performing characteristics

Adjourning Characteristics

-- Healthy system -- Shifts from task to process -- Demonstrations -- Sadness of indepen-- Recognition dence of team -- Balance of task & individual and process efforts orientation strategy

Strategy

-- Provide learning -- Provide oppor- -- Acknowledge change tunities to share opportunities -- Provide learning and feedback opportunity for -- Monitor “eneracknowledgegy” in the group ments

Examples How to start your programme The workbook offers many choices. We discussed in advance various options with the trainer of a pre-retirement course. It is important to build on existing programs and appealing themes. Make good and productive connections.

What to do when there is resistance. There is some resistance to the formulation of the questions and exercises. Participants do not always have the need to share personal matters especially if there is not so much confidence built in the group. This deal requires some flexibility of the trainer to indicate that the participant is free to decide whether or not to share personal matters.

56

C h apter

6


6.5. Working with individuals Individual start situation The analysis of the initial situation of the learner is of great importance. Acceptance of the training by the learner determines the perceived quality of the course / training. In this analysis of the following aspects must be considered: 1. workplace 2. training 3. training need 4. ability to learn Such an analysis of the initial situation of the individual student contributes greatly to an optimal alignment of the training to the situation of the learner. This increases the acceptance and thus increase so the effectiveness and efficiency of the training. Learning styles For every trainer is “learning style” an essential subject. Learning styles are important and knowledge about learning styles promotes learning and development. There are many tools to measure learning styles. The most influential was developed by David Kolb. David Kolb published his learning styles model in 1984 from which he developed his learning style inventory. Kolb’s experiential learning theory works on two levels: a four stage cycle of learning and four separate learning styles. Much of Kolb’s experiential learning theory is concerned with the learner’s internal cognitive processes. Kolb states that learning involves the acquisition of abstract concepts that can be applied flexibly in a range of situations. In Kolb’s theory, the impetus for the development of new concepts is provided by new experiences. “Learning is the process whereby knowledge is created through the transformation of experience” (David A. Kolb, 1984). Kolb’s experiential learning style theory is typically represented by a four stage learning cycle in which the learner ‘touches all the bases’: 1. Concrete Experience - (a new experience of situation is encountered, or a reinterpretation of existing experience) 2. Reflective Observation (of the new experience. Of particular importance are any inconsistencies between experience and understanding) 3. Abstract Conceptualization (Reflection gives rise to a new idea, or a modification of an existing abstract concept) 4. Active Experimentation (the learner applies them to the world around them to see what results)


C h A P T E R

6

57

Kolb’s Learning Cycle Kolb’s learning theory sets out four distinct learning styles, which are based on a four-stage learning cycle. Kolb explains that different people naturally prefer a certain single different learning style. Various factors influence a person’s preferred style. For example, social environment, educational experiences, or the basic cognitive structure of the individual. Whatever influences the choice of style, the learning style preference itself is actually the product of two pairs of variables, or two separate ‘choices’ that we make, which Kolb presented as lines of axis, each with ‘conflicting’ modes at either end: Concrete Experience - CE (feeling) ----V----Abstract Conceptualization - AC (thinking) Active Experimentation - AE (doing)--- V---- Reflective Observation - RO (watching) A typical presentation of Kolb’s two continuums is that the east-west axis is called the Processing Continuum (how we approach a task), and the north-south axis is called the Perception Continuum (our emotional response, or how we think or feel about it). Kolb believed that we cannot perform both variables on a single axis at the same time (e.g. think and feel). Our learning style is a product of these two choice decisions. It’s often easier to see the construction of Kolb’s learning styles in terms of a two-by-two matrix. Each learning style represents a combination of two preferred styles. The diagram also highlights Kolb’s terminology for the four learning styles; diverging, assimilating, and converging, accommodating:

Feeling (Concrete Experience - CE)

Doing

Watching

(Active Experimentation - AE)

(Reflective Observation - RO)

Accommodating (CE/AE)

Diverging (CE/RO)

Converging (AC/AE)

Assimilating (AC/RO)

Thinking (Abstract Conceptualization – AC)

58

C h A P T E R

6


Learning Styles Descriptions Knowing a person’s (and your own) learning style enables learning to be orientated according to the preferred method. That said, everyone responds to and needs the stimulus of all types of learning styles to one extent or another - it’s a matter of using emphasis that fits best with the given situation and a person’s learning style preferences. Here are brief descriptions of the four Kolb learning styles: 1. Diverging (feeling and watching - CE/RO) These people are able to look at things from different perspectives. They are sensitive. They prefer to watch rather than do, tending to gather information and use imagination to solve problems. They are best at viewing concrete situations several different viewpoints. Kolb called this style ‘Diverging’ because these people perform better in situations that require ideasgeneration, for example, brainstorming. People with a diverging learning style have broad cultural interests and like to gather information. They are interested in people, tend to be imaginative and emotional, and tend to be strong in the arts. People with the diverging style prefer to work in groups, to listen with an open mind and to receive personal feedback. 2. Assimilating (watching and thinking - AC/RO) The assimilating learning preference is for a concise, logical approach. Ideas and concepts are more important than people. These people require good clear explanation rather than practical opportunity. They excel at understanding wide-ranging information and organizing it a clear logical format. People with an assimilating learning style are less focused on people and more interested in ideas and abstract concepts. People with this style are more attracted to logically sound theories than approaches based on practical value. These learning style people is important for effectiveness in information and science careers. In formal learning situations, people with this style prefer readings, lectures, exploring analytical models, and having time to think things through.


C h A P T E R

6

59

3. Converging (doing and thinking - AC/AE) People with a converging learning style can solve problems and will use their learning to find solutions to practical issues. They prefer technical tasks, and are less concerned with people and interpersonal aspects. People with a converging learning style are best at finding practical uses for ideas and theories. They can solve problems and make decisions by finding solutions to questions and problems. People with a converging learning style are more attracted to technical tasks and problems than social or interpersonal issues. A converging learning style enables specialist and technology abilities. People with a converging style like to experiment with new ideas, to simulate, and to work with practical applications. 4. Accommodating (doing and feeling - CE/AE) The accommodating learning style is ‘hands-on’, and relies on intuition rather than logic. These people use other people’s analysis, and prefer to take a practical, experiential approach. They are attracted to new challenges and experiences, and to carrying out plans. They commonly act on ‘gut’ instinct rather than logical analysis. People with an accommodating learning style will tend to rely on others for information than carry out their own analysis. This learning style is prevalent. More information http://www.brianmac.co.uk/learnstyle.htm Coaching styles: the Grow-model What is the GROW model? Goal Reality Options Will The GROW model was developed by Sir John Whitmore 17. Many coach training programmes use this model as the framework for developing the coaching relationship. The GROW model is a four-step coaching style model so that you can really perform your conversation with another. This model also shows you what questions you can ask the other and how a coaching conversation actually be conducted. The GROW model helps you to make coaching a successful interview. Each of the four letters represents a step in the conversation. If you follow the steps of the model properly processed in a conversation, then you let people around you not only grow in their work but also as a person. Step 1 Goal • What do you want? • What is the expected result of your possible actions? • Where is the focus of this conversation? • How would the situation have a satisfactory outcome for you? • How do you measure whether you have achieved your goal?

17

Whitmore, Sir John. Coaching For Performance, Nicholas Brealey Publishing 2002

60

C h apter

6


Step 2 Reality • How is the situation now? Why is that a problem? • How much influence and control do you currently have in that situation? • What have you done so far? Why did that or not? • What has stopped you trying more or other things? • What are the consequences if you do not succeed? • Who is involved? What do they do? Step 3 Options • What alternatives do you have? • What are the pros and cons of the various options? • How easy or difficult are those options for you? • Which option will give you the most satisfaction? Step 4 Will • Which option will you try? • How do you know if it works effectively? • How do you involve key people in your plan? • What are the possible obstacles in this action to be successful? • How do you feel at the thought of performing this option? (confident, fear, doubt,excited ...) • How can I support you in this initiative?


C h apter

7

61

Chapter 7 – HELPFUL TIPS 7.1. Introduction The objective of this chapter nº7 is to summarize briefly some experiences obtained from the pilot meetings in 5 different countries.

7.2. Experiences from the pilots The results from the pilots with users provides you, the professional, with some insights into what kind of issues arise and how you may be able to confront them. It was clear that although the users’ training materials are very attractive, it may be helpful to have the active participation of a trainer or a tutor, who can conduct the sessions. Some of the users may not be able to work individually and independently with the training products. Beneficiaries in different countries suggested that it’s important to make a clear distinction between employment for living and voluntary participation. The pilots demonstrated that the materials in the User Manual needed to be clear and progressive guiding the user through the process in the Manual. Some chapters in the Manual are information giving on country by country basis, specific to each partners, whilst other chapters are interactive. The interactive chapters build on the understandings of user’s priorities, and there interest purposeful occupation, engagement and active citizenship. The interactive exercises, included in Chapters: 1. Taking Stock, 4. Skills Learning, 5. Spiritual Intelligence, and 6. Health and Well-being, demonstrate that a clear step by step process is required to build relevant knowledge, understanding and skills. Some activities were dropped and others simplified after piloting. The implications of this for trainers, advisors and other related professionals working with the user groups, is that the activities in the materials when being applied to different groups may require changing in the language, structure, and content. This would maximise learning. Because the potential users will have a diversity of backgrounds, understanding, educational awareness it was necessary to re-write some of the activities. It was also required to rebalance the chapters in terms of length, complexity and contents. This applied in particular to the piloting of Chapters 3 and 5. In Chapter 3 the materials were provided with a short introduction to the EU socio-economic situation in order to position the situation for users in their own countries.

7.3. Suggestions and tips The average number of participants in one training session would be 10 to 15 people. More than 15 people could make difficult the active participation of all users. Take a Break There’s a limit to how much anyone can absorb. No matter how far you’ve gotten, stop after 60 minutes. Use a 10 minute break to talk about the importance of good teaching, what websites you find useful, or chat about the weather. You’ll know you can return to the training as you see the user relax.

62

C h A P T E R

7


Training could combine theoretical classes and practical experiences, to visit some initiatives in the field of social economy, in order to have a direct conversation with their members and explore possibilities for future action. This could be very illuminating. Networking Keeping up to date and adapting to change is important in today’s environment. Learning comes from many experiences not only workplace training but also from everyday activities such as using social network sites on your PC, being part of a community group, sporting teams and family members. Users of the Manual are willing to share their experiences, it’s important to have a “forum” where people can exchange their opinions and ideas. Tutors can encourage the process of networking.


C h apter

8

63

Chapter 8 – BIBLIOGRAPHY AND LINKS Chapter 1 • Key competences for adult learning professionals, study of Research & Policy on request of the European Commission, 2010 Chapter 2 • Raj Persaud, The Motivated Mind, Bantam, 2005 • Negt O. and Kluge A., Geschichte und Eigensinn, 1993,Teil 1, Entstehung der industriellen Disziplin aus Trennung und Enteignung p.109 • Kübler-Ross E., Lessen voor de levenden. 1969/2006, Baarn • Behnk A. and Westerwell, R., Die Frauen von ORWO, 13 Lebensbilder, Kiepenheuer 1995 Chapter 3 • EuroStat, European Union Labour Force Survey- Annual Results 2011, Brussels 2012 • Claudia M. van der Heijde and Beatrice I.J.M. van der Heijden, A competence-based and multidimensional operalization and measurement of employabilbity, 2006 in: Human Resource Management Vol 45, No. 3, Pp 449-476 published online in Wiley InterScience www.interscience.wiley.com • Felstead, A., & Ashton, D. N. (2000). Tracing the link: Organizational structures and skill formation. Human Resource Management Journal, 10(3), 5–21. Chapter 5 • The motion for a European Parliament Resolution on European cooperation in vocational education and training to support the Europe 2020 Strategy, 8th June 2011, articles, 81 & 88 http://www.europarl.europa.eu/sides/getDoc.do?pubRef=-//EP//TEXT+REPORT+A7-20110082+0+DOC+XML+V0//EN • Matt Flynn and Stephen McNair, Presentation, “Older workers’s attitudes to work: findings from the CROW Postal Survey”, Centre for Research into the Older Workforce • CEDEFOP, Working and ageing, emerging theories and empirical perspectives, Luxemburg 2010, http://www.cedefop.europa.eu/EN/Files/3053_en.pdf Chapter 6 • W. Leirman, Four Cultures of Education, Peter Lang Publishing, Incorporated, 1994 • G.J. Bergenhenegouwen, E.A.M. Mooijman& H.H. Tillema, Strategisch opleiden en leren in organisaties, 1999 Kluwer • Frank Oomkes, Training als beroep, Boom Meppel • J. Remmerswaal. Handboek groepsdynamica, 1998 Baarn • McLeod, S. A., Kolb | The Learning Style Inventory, 2010. Retrieved from http://www.simplypsychology.org/learning-kolb.html • Whitmore, Sir John. Coaching For Performance, Nicholas Brealey Publishing 2002 • Landsberg, Max. The Tao of Coaching, Profile Books; New Ed edition 2003

TRAINING GUIDELINES To User Manual 3C ⁄ project Older People´s Economic Wellbeing: learning for capability, capacity and citizenship

www.3cproject.eu

This User Manual is published with the support of the Lifelong Learning Programme of the European Union