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Qualifying older employees for maintaining employability: the project “BusQua”

Qualifying older employees for maintaining employability: the project “BusQua”. Matthias Vonken University of Erfurt. ECER 2009. Contents. Some statistical issues Reasons for leaving the labour force The principal ideas for the project The BusQua project and it’s successor

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Qualifying older employees for maintaining employability: the project “BusQua”

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  1. Qualifying older employees for maintaining employability:the project “BusQua” Matthias Vonken University of Erfurt ECER 2009

  2. Contents • Some statistical issues • Reasons for leaving the labour force • The principal ideas for the project • The BusQua project and it’s successor • First results in brief

  3. Employment rate of older people (55+) Eurostat, LFS 2009

  4. Average exit age from the labour market and employment rate (2007) Eurostat, LFS 2007

  5. Average exit age from the labour market and employment rate • Difference between exit age and employment of older workers: • Exit age means to leave the labour force:not being available for the labour market anymore • Exit age is usually around 60 years • early retirement, leaving due to illness and statutory retirement included • Employment rate after the age of 55: between around 30% and 50% • difference between retired people and older labour force in the ages of 55 to 60 -> usually unemployed

  6. Why do older people leave the labour force/the labour market? • In EU-average most people leave when reaching (not necessarily statutory) retirement age • The others – those below retirement age – leave due to • health reasons • care reasons • loosing job • having problems in the job

  7. Reasons for (early) retirement (2006) Eurostat, LFS 2006, percentage of the answers

  8. Why do they leave? • Push and pull factors: • Push: • dismissals • illness/disabilities • problems at the work place • inflexible working time (work-life balance) • Pull: • early retirement • care for others

  9. Avoiding push and pull factors Eurostat, LFS 2006

  10. Conclusions • Work related problems, inflexible working hours and a lack of possibilities for further training seem to be strong particularly in Poland, but also in the other countries. • To maintain employability and to give reasons for working until statutory retirement age, a chance should be given to develop an individual career even in higher ages.

  11. What employers think about older employees (Institute for Employment Research IAB) • More experiential knowledge than younger employees • Partly more discipline • Less physical capacity • Less mental capacity • Ageing adequate working tasks have to take experience into account and to avoid physical and mental demands. Meets the self-concept of older employees in a qualitative study in Thuringia

  12. The Idea • Keeping employability can be reached by developing ageing adequate working tasks that are regionally prospective and beneficial for companies. -> no adapted or sheltered workplaces • Developing curricula with respect to learning at higher ages and to needs of companies.

  13. The Idea in detail • Using the strength of older workers while avoiding the weaknesses. • Using self organized training methods at the workplace to allow for anyone his/her own learning tempo. • In the Thuringian context of former project “Kund.i.K” (2007) that led to • using “APO” (work process oriented learning) and • developing qualifications in the customer consultant sector.

  14. Order processing completed Reviewing the documented order processing Telephone contact with the customer to ask for the customer’s satisfaction Content/process and result of the completed customer-order are known Forwarding a written request to the customer to solicit feedback Telephone contact with the customer to solicit feedback Fact-to-face contact with the customer to solicit feedback Complement the documentation with the feedback results The customer is dissatisfied and reports a problem The customer is satisfied Feedback is documented Example for APO-Curriculum

  15. Business development and Qualification (BusQua) • Three European regions with different backgrounds: Poland (Silesia), the Netherlands and Germany (Allgaeu). • Research on economy, labour market and labour policies -> country reports. • Adapting the curriculum to regionally prospective fields of working. • Accompanying research on learning strategies of older employees. • Funded by “Transfer of Innovations” program (Leonardo-da-Vinci). • Partners: KBA (Nijmegen), Zory Chamber of Commerce (Zory) and Eichenbaum GmbH (Gotha). • Duration 10-2008 to 9-2010

  16. First results in brief

  17. Conclusions for qualifications • In Algaeu, curricula in the combination of health care and tourism will be developed. • In the Netherlands, a curriculum for the home care sector is under development. • In Silesia, a curriculum for coordinating construction work is under development.

  18. Accompanying research • Project activities follow the assumptions widely stated that older people • need more time for learning, • prefer not to be in school-like situations • need more breaks in learning • prefer to learn in whole/keeping the overview than learning in segments (cf. e.g. Kade 2007, Kruse 2008) • Nevertheless: Lack of knowledge about learning strategies of older people

  19. Survey principals • Development of a standardized questionnaire • Distribution in three different European countries: Germany, the Netherlands and Poland, electronically and p&p(app. 300/country) • Target group: older persons (45 +) (employees in particular, but also unemployed/recently retired people) • Method: Descriptive and explorative analysis

  20. Aims • Knowledge about learning strategies. • Knowledge about learning experiences. • Comparison of regionally different strategies, in connection with regional cultural and historical background (comparison with regional reports). • presently in the translation process

  21. Thank you for your attention

  22. References BMBF (2003): The Advanced IT Training System. Bonn. Eurostat: http://epp.eurostat.ec.europa.eu. Kade, S. (2007): Altern und Bildung. Eine Einführung. Bielefeld, Bertelsmann. Kruse, A. (Hg.) (2008): Weiterbildung in der zweiten Lebenshälfte. Bielefeld, Bertelsmann. Rohs, M. & Büchele, U. (2002). Work Process-Oriented Competence Development, In Federal Ministry of Education and Re-search (BMBF) (Ed.), Systematic Continuing Education in IT: New perspectives for Specialists and organisations. (S. 69-76) Bonn: BMBF. Rohs, M. (2004). Der didaktisch-methodische Ansatz der Arbeitsprozessorientierten Weiterbildung in der IT-Branche. Zeitschrift für Berufs- und Wirtschaftspädagogik, Beiheft 18, Innovationen und Tendenzen der betrieblichen Berufsbildung, 187-198.

  23. Issues / range of topics Further training & learning • Number of trainings during whole working life • Number of trainings during last three years • General experiences after attending training • Location of trainings • Time of trainings • Costs of trainings • Conditions for the participation in training during leisure time • Conditions for paying the costs of training • Kinds of attended further training – frequency within certain periods of life • Reasons for attending further training • Reasons for not / rarely attending or cancelling further training • Importance of certain training conditions • Frequency of learning activities • Use of learning activities

  24. Issues / range of topics Working life • Number of companies worked in • Self-determined or other-directed company change(s) / exit(s) • Reasons for company change(s) / exit(s) • Number of unemployment times • Duration of unemployment altogether • Activities during unemployment times • Number of different jobs carried out altogether • Current occupational status

  25. Issues / range of topics Current job • Duration of working in current company • Number of jobs changes within current company • Self-determined or other-directed decision on job change(s) in current company • Duration of performing current job • Changes concerning the job • Processing of changes • Other persons’ support concerning changes • Employer’s support of further training • Self-directed activities in the case of job in danger • Other-directed activities in the case of job in danger • Evaluation of current job and its associated demands

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