Older Workers and Lifelong Learning - Literature review Example

Older Workers and Lifelong Learning Name Course Name and Code Instructor’s Name Date Introduction The world over, the emerging knowledge society is increasingly becoming an ageing society, and with regard to this, there is need to change the attitudes towards ageing and its effects. Lifelong learning for older workers to become a reality the workplace must be the primary place for learning. Employers should take the significant role in promoting lifelong learning particularly in older workers. For instance, the workplace must be designed in a manner that it is possible for people to grow older at work. Consequently, the society, work organizations and individuals must and should think of aging as a lifelong learning and development process where one confronts new life challenges, in line with his or her interests, opportunities and limitations. In addition, a strong learning culture in the workplace aligns employees to be more receptive to change independent of age. Studies have also established that, older workers tend to associate their competence to personal characteristics and work-related issues rather than their age (Buck &Dworschak2003). The ageing workforce is currently receiving attention across many nations and states around the world. News headlines across Europe media are proposing for increased pension contribution and later retirement age. The long-term economic and social sustainability particularly in the EU member states is a matter of concern. Socioeconomic measures that promote new employment policies which value the contribution of older workers, offer satisfactory work-life balance, and provide opportunity for lifelong learning need to be established. This paper is focused on discussing older workers and lifelong learning. The paper will particularly examine how lifelong learning can change the future of older workers. In addition, the paper will identify and argue how the provision of education should be best organized to assist workers aged 45 and above maintain their competence throughout their working life. Older workers and lifelong learning This is a complex and multilayered issue as it deals the new mind-set about older workers and lifelong learning which has completely changed the tradition. In addition, it demands participation of the society, older workers, employers, labor unions, policy makers, and training providers in order to succeed (Walker, 2005). The context of working life and the principle of welfare state, learner-centered adult education, democracy and equality encourage the manifestation of values that include; responsible use of resources through maintenance and development of human resources. Avoiding environmental problems; for instance, working for health and safety. The practice also promotes diversity through inclusion (Buck &Dworschak2003). Older workers and lifelong learning are two different themes and hence integration of the two is a must to come up with a comprehensive vocational education, training and human resource development. The challenges that the society and organizations face with regard to older workers calls for more holistic strategies in order for them to be fully addressed. For a better understanding of these issues we older workers and life long learning will be discussed independently in this section. Older workers The initial perception regarded older workers to be on the margins of labor force, inclusion of them in the labor market primarily depended on the general economic situation. In relation to the abilities of older workers, the following myths are prevalent in many societies: older workers are often worn out and in bad health; have less intellectual capacity; have difficulties in adjusting to changes in the working place and that they are less productive (Walker, 2005). Furthermore, there is a perception that older workers themselves wish to retire early and are not interested in learning new thing. Finally, some claim that older workers are more expensive for employers that young ones. These factors have hugely contributed to early exit and retirement, unemployment, age discrimination in working life and marginalization of older workers. It is essential that for older workers and lifelong learning process to attain any achievement; these setbacks must be addressed from the societal level, organizational level, and individual level respectively. From the above discussion it is evident that the society perceives older workers to be of less importance, expensive to manage, and that their inclusion in the labor market should primarily depend on the general economic situation. Such allegation can only be true to those older workers who are in non-managerial positions and more importantly they have not considered the value of older workers especially in qualitative terms. According to Walker (2005) a study for combating age barriers in Employment showed that the main problem with regard to older workers starts with policies and regulations governing the exit procedures for older workers. The report called for change in attitude and practices towards older workers among employers and governments. Walker (2005) observed that living standards, health care, and social integration of older workers should be addressed. Buck and Dworschak (2003) reported that the problem of the ageing workforce can only be solved through continuous training and learning for older people. Workplace policies and practices at the organizational level should be streamlined to accommodate older workers and encourage continuous integration of their expertise. Many spectators have argued that workplace realities and conditions determine the ultimate use and development of older workers’ skills. Buck and Dworschak (2003) argue that the slow progress can always be traced back to the organizational management practices and hence it is here that the attention to older workers lies. There is rich literature on work organization to implementation of change in the workplace, but studies especially on involvement and participation of older employees in this change is virtually not there (Tikkanen, 2002). According to OECD (2006) pointed out that various changes taking place in the workplace like increasing flexi-work arrangements should include and even favor older workers and their employment, but this is not always the case. Paoli and Merllie (2001), the European survey on working condition portrayed deterioration in the general working conditions for all age groups between 1990 and 2000. Furthermore, the report showed a decline in learning opportunities despite the availability of a range of legislations across Europe that provide for minimum standards. Broughton (2001) noted that work intensification has increased which is demanding and more stressful. In line with this, Dworschack (2003) observed that older workers are vulnerable physiological strain than younger employees. Addressing ageing at organizational level basically depends on employers and the management. The management should come up with guidelines to improve the status of older workers. For instance these guidelines should include rehabilitation, health, skills, competence together with other work related and organizational issues. The management is called upon to broadly intervene to salvage the situation. Age-ware management is recommended for organizations to make a positive interest in the situation of older employees in the workplace. Eurofound (2006) observed that age management in organizations should include good practices with regard to recruitment, training and development, flexible working, health and ergonomics. Accordingly, instead of focusing on age specific measures, the human resource management should embrace diversity as a starting point. Karazman et al., (2003) argued that diversity management strategy is the best employer-led initiative that promotes the benefits of a mixed-age workforce. Nevertheless, the strategy abolishes discrimination in the workplace. OECD (2006) survey established that employers have stereotypical view with regard to strengths and weaknesses particularly of older workers. The report also revealed that two-thirds of US workers aged 45-75 were discriminated in 2002. Negative attitudes of employers on older employees have diverse effect on countering progressive trends in the society and demoralize individuals who wish to adopt new attitudes to work (OECD, 2006). At the individual level the focus should be on health and work ability. Research on the functional abilities has always focused on how to keep older workers capable for, and motivated to work longer. In Europe for instance the research was based on the work ability index. The Eurofound (2002) report on quality of work and employment in Europe revealed that with regard to ageing and work, there two aspects that affect health; an imbalance between working conditions and physical capacities which disintegrate with age. Secondly, the premature wear and tear of the body as a result of the nature of work undertaken. Health is an important factor especially to older workers; however, this should be incorporated with other factors in order to increase the productivity. The overall wellbeing of any person in the modern society is important and necessary for a good working life. Consequently, older workers should be interested in lifelong learning to encourage their employers to invest in the later. Lifelong Learning Lifelong learning focuses on economic wellbeing, social stability and cohesion (Chisholm, 2004). In most instances lifelong learning tend to merge with adult learning and education. However, the main perspective is work related in lifelong learning as compared to adult education. The key here is learning, and the benefits and challenges it brings to older workers. Over time, working life has become the focus adult learning especially after the emergence of research in human resource development. In the advent of lifelong learning compelled policy makers to integrate vocational education and training. In order to address the learning needs of older workers lifelong learning is recommended. With regard to the rapid changes in the working life work-related lifelong learning is a must in order to maintain job competence and employability. Currently, older workers, workplace learning comprise their vocational learning (Tikkanen, 2002). It is also believed that successful lifelong learning to older workers is attributed to what ordinarily happens at their workplaces. Despite the achievements attached to this, there are major issues in relation to older workers that the human resource management should address. European Commission (2002) Indicators of lifelong learning report outlined the following challenges: first, skills, competences and attitudes challenge. Secondly, resources challenge; greater financial and time investment. Thirdly, social inclusion challenge; promoting opportunities for all. Lastly, the social change challenge: innovation in education and employment policies. From the human resource perspective, older workers and their concerns in the workplace have never been exploited exhaustively. According to Tikkanen et al. (2002) working life changes and training of older workers report established that management does not consider it their job. In fact proposition for further learning and training is not there. Consequently, older workers find it inconvenient to ask for learning in environments that favors learning for the young employees. The increase in knowledge-work has called for more attention on human factor in the workplace. New resource management and human development concepts specifically age-management regarding older workers is now in place. It has been observed that human resource management, age management, and senior policy strategies are the main organizational measures to retain older workers longer in working life. In addition, career guidance and developing career-management skills have been outlined as key areas for empowerment for older workers (Sultana, 2004). Work competence is attributed to skills, knowledge, and attitudes. Currently information and communication technologies are one of the key features of work competence. However, some researcher commend for a balanced approach. Fischer et al. (2004) argue that generative, dynamic, and reflexive concept of work process knowledge provides a framework for understanding the complex knowledge required by employees in modern organizations. With regard to this, lifelong learning is the most basic avenue to extend the careers of older workers. Furthermore, this concept involves both the practical know how and theoretical understanding, which encourages partnership between institutional formal vocational education and training and workplace learning. There are four major work-competence issues with regard to older workers that need to be addressed. One, older workers are perceived to be incompetent in terms of communication information technology. In order for this group of people to adjust to the demands of new forms of competence and the changing working environment lifelong learning is the only key. Secondly, older workers are likely to suffer from depreciating cognitive skills that are associated with learning motivation and self-efficacy (Dworschack, 2003). Third, there are stereotypes about competence and productivity of older workers regarding their learning attitudes and skills. ILO (2003) pointed out that these attitudes are the main obstacles to the ultimate employment opportunities for older workers. Lastly, discussion on older workers’ competence has in most cases been based on the deficit-approach, only focusing on what they are missing rather than their strengths. Change of attitude and overall lifelong learning for older workers strategies should be implemented by organizations will narrow the intergenerational gap. Continued vocational training in the workplace enforces lifelong learning for older workers. The perception by employers is that older workers are not interested in training and development. Good access to vocational training and lifelong learning activities is vital to workers of all ages (OECD, 2006). However, in modern work organizations, workers are under pressure and the long-term view of training and development work is overlooked. Training in current organizations tends to be reactive, tailor-made, ad hoc, and with no relevance beyond one particular company. In order overcome this shortcoming, firms are called upon to implement institutional training that includes both formal and non0-formal training. Emphasis should be on adult age groups to have persistent vocational training. Trade unions have been actively pushing and promoting lifelong learning especially for older workers and the world over the practice seems to be on the rise. However, according to the ILO (2000), report expanding the working careers of older workers has not been largely considered. In UK for instance, trade unions have adopted proactive role towards addressing the needs of older workers. They also offer advice on learning to older workers, and particularly approaching employers and lauding the learning needs for older workers. For labor unions to successfully alleviate this situation, government support is paramount. For instance, lifelong learning is a new employment security objective on the agenda of trade unions (ILO, 2003). How lifelong learning can change the future of older workers Lifelong learning is essential and fundamental for not only the economic prosperity and competitiveness but also helps older workers in the following areas: social inclusion, employability, active citizenship, and personal fulfillment. In this section, the paper discusses each of the cited benefit independently (Chisholm, 2004). With lifelong learning older workers are granted an opportunity of social inclusion regardless of their age. Collective investment in the learning of older employees particularly by giving them flexible courses in the knowledge society, and intergenerational solidarity that calls for reallocation social resources from the younger to the older generation has ensured social inclusion. Consequently, the general functional literacy of all generation is of vital importance and through lifelong learning older workers will be at par with the rest of the society. Lifelong learning is fundamental in maintaining one’s competence thereby positioning him/her strategically in the labor market for employment. Older workers under lifelong learning program update their knowledge and skills thus making their employability easier. Through continuous training and learning older workers will be up to date with the necessary skills and thus their ultimate chances for employment is guaranteed. Early exit and retirement for individuals aged 45 and above lock them out from taking active roles in socio-economic matter. Lifelong learning helps these individual to actively upgrade their working skills. Given this fact, these senior citizens can still be employed and participate actively in both economic and social matters thus active citizenship. Lifelong learning also addresses working conditions like working hours, type of work for the old and the general remuneration. With regard to this, improved working conditions will positively impact on the health and wellbeing of older workers thus culminating into the final self satisfaction and fulfillment. Education provisions for Older Workers Lifelong learning for older workers is a complex matter. Not only does it call for relationship between work, age, and learning but also address the educational provision for the older workers. Economical, social and educational planning is a must to ensure the success of the latter. Consequently, there is need to promote bottom-up change by primarily listening to the concerns of older workers. In this regard the following educational provisions should be adopted for the lifelong learning program to achieve its mandated objective: training, retraining, educational leave, and training and educational funding. Training provision specifically involves on-job-training, training courses and apprenticeship programs. On-job-training is the most common provision that even involves newly employed, employees moving form one job to another, or equipping employees with new skills and knowledge to perform the ever-changing tasks. Older workers are no exemption, and hence on-job-training integrates their skills thus keeping them in the qualified workforce category. Training courses are a number of agreements that guarantees employees and opportunity to improve their skills for example, seminars, conferences, conventions, and workshops. Apprenticeship programs although designed for students and future employees, they are also relevant in equipping older employees with new skills through occupational and vocational training (abour.gc.ca 2004). Retraining usually comes in three categories; provision where an employee is entitles to retraining; retraining that specifically deals with technological and organizational change; and provision that seeks to improve or promote employee’s functional flexibility. Lifelong training provides older workers with retraining opportunity especially to integrate them towards technological change and improving their functional flexibility (abour.gc.ca 2004). Educational leave; this is usually granted to enable employees upgrade their educational skills and knowledge through learning programs at the request of either the employer or the employee. This kind of leave is also directly linked with ones area of specialty. Through educational leave, older workers are given an opportunity to go and acquire new skills necessary to keep them in their job for longer periods of time (abour.gc.ca 2004). Conclusion Lifelong learning for older workers is a very critical aspect that must be observed rather addressed with great precaution. Promoting lifelong learning is a strategy that targets economic growth, competitiveness and social inclusion. However, the implementation of this key objective across the world has received weak considerations. Lifelong learning for older workers to become a reality the workplace must be the primary place for learning. Employers should take the significant role in promoting lifelong learning particularly in older workers. The workplace must be designed in a manner that it is possible for people to grow older at work. Lifelong learning demands participation of the society, older workers, employers, labor unions, policy makers, and training providers in order to succeed. Change of attitude about ageing is viewed in life and the society; building inclusive workplaces; and creating partnership for learning will automatically ensure the success of the program. Lifelong learning is essential and fundamental not only for the economic prosperity and competitiveness but also helps older workers in the following areas: social inclusion, employability, active citizenship, and personal fulfillment. In this section we shall discuss each of the cited benefit independently. Lastly, the following educational provisions should be adopted for the lifelong learning program to achieve its mandated objective: training, retraining, educational leave, and training and educational funding. References abour.gc.ca (2004) Chapter 3: Training, Retraining and Education Collective Agreements and Older Workers in Canada. Retrieved from: http://www.hrsdc.gc.ca/eng/lp/spila/wlb/caowc/08chapter_3.shtml Broughton, A. (2001) Summary of the results from the third survey of working conditions in the European Union by the European Foundation for the Improvement of Living and Working Conditions. EIRO – European industrial relations observatory on-line, Promoting lifelong learning for older workers: an international overview. Retrieved on 10/102011, from: http://www.eiro.eurofound.eu.int/2001/01/feature/eu0101292f.html Buck, H.; Dworschak, B. (2003 ) Ageing and work in Europe: strategies at company level and public policies in selected European countries. Stuttgart: IRB, (Booklet series: Demography and Employment). Chisholm, L. (2004) Getting to work on lifelong learning: policy, practice and partnerships: summary conference report. Luxembourg: EUR-OP, Eurofound (2006) Combating age barriers in employment: a European portfolio of good practice. Walker, A.; Taylor, Ph. (eds) Luxembourg: EUR-OP, Retrieved on 10/11/2011, from: http://www.eurofound.eu.int/pubdocs/1997/ European Commission (2006) European report on quality indicators of lifelong learning: fifteen quality indicators. Brussels: EC, DG for Education and Cultu0re. Retrieved on 10/10/2011, from ftp://ftp.cordis.lu/pub/documents_r5/natdir0000002/s_1829005_20020708_085955_GS021652en.pdf Fischer, M.; Boreham, N.; Nyhan, B. (2004) European perspectives on learning at work. The acquisition of work process knowledge. Luxembourg: EUR-OP,. (Cedefop Reference series, 56). ILO (2003) Promoting decent work for ageing population: actors, partners and corporate social responsibility. Background paper to the G8 high-level meeting on employment Paris. In Focus Programme on Skills, Knowledge and Employability. Geneva: ILO. OECD (2004). Career guidance and public policy: bridging the gap. Highlights. Paris: OECD. Paoli, P.; Merllié, D. (2000) Third European survey on working conditions. Dublin: Eurofound, 2001. Sultana, R.G (2004) Guidance policies in the knowledge society. Trends, challenges, and responses across Europe. A Cedefop synthesis report. Luxembourg: EUR-OP. retrieved on 10/10/2011, from: from Internet: http://www2.trainingvillage.gr/etv/publication/download/panorama/5152_en.pdf Tikkanen, T. ( 2002) Reconciling learning, human resource development and wellbeing in the workplace. British Journal of Occupational Learning, 3(1), 33-54. Walker, A. (2001) Combating age barriers in employment. Dublin: Eurofound, Read More