Division of Older Worker Programs
Employment and Training Administration
United States Department of Labor
_________________________________________________________________
Different Needs,
Different Strategies:
A Manual for Training Low-Income, Older Workers
Dorothea Gross
The National Senior Citizens Education & Research Center, Inc.
8403 Colesville Road, Suite 1200
Silver Spring, Maryland 20910-3314
This publication was prepared for the United States Department of Labor,
Employment and Training Administration. The opinions are those of the author
and do not necessarily reflect those of the DOL or its employees.
DIFFERENT NEEDS,
DIFFERENT STRATEGIES:
A Manual for Training Low-Income, Older Workers
TABLE OF CONTENTS
Page
ACKNOWLEDGMENTS
INTRODUCTION i
1.0 WHY IS TRAINING FOR LOW-INCOME, OLDER ADULTS IMPORTANT? 1
2.0 CHARACTERISTICS OF LOW-INCOME, OLDER WORKERS 5
3.0 HOW AGE AND INCOME LEVEL AFFECT TRAINING NEEDS 7
4.0 TRAINING IMPLICATIONS .15
5.0 LOGISTICS FOR TRAINING OLDER WORKERS 19
6.0 THE TRAINER AND THE TRAINING PROCESS 23
7.0 FLEXIBILITY AND LOW-INCOME, OLDER WORKERS 29
8.0 MAKING COMPUTER TRAINING USER FRIENDLY TO OLDER WORKERS . .35
9.0 AN EMPOWERMENT SEMINAR THAT FOSTERS SELF-CONFIDENCE
IN OLDER WORKERS 41
10.0 A VOCATIONAL TRAINING PROGRAM THAT WORKS FOR OLDER
ADULTS WITH LIMITED OR NO ENGLISH LANGUAGE SKILLS 45
11.0 A JOB CLUB THAT PROVIDES OLDER WORKERS WITH A FULL
RANGE OF JOB SEARCH SERVICES 49
A CALL TO ACTION FOR OLDER WORKER ADVOCATES. . . . . . . . . . 53
REFERENCES
This is the second in a two-part series on
the training needs of low-income, older
workers. It was authored by Dorothea Gross,
consultant to the National Senior Citizens
Education and Research Center's Senior AIDES
Program.
This publication was prepared under the
auspices of Department of Labor Grant No. D-6636-8-00-81-55 to the Senior AIDES Program
of the National Senior Citizens Education &
Research Center, Inc. in Silver Spring,
Maryland.
ACKNOWLEDGMENTS
The programs highlighted in this manual are only four examples of
the many fine public programs that are successfully training
older, low-income workers for jobs in their communities.
Throughout the United States, public funds are being used
collaboratively by private, nonprofit organizations to train
older workers with skills needed in today's workforce. The
following people and organizations are responsible for the
training programs reported in this publication. All receive
funding through a variety of federal, state and local programs
and the National Senior Citizens Education and Research Center,
Inc.
COMPUTER TRAINING
Ms. Cathy Savoy, Director
of Employment & Training
Programs
Franklin County Home Care
Corporation
330 Montague City Road
Turner Falls, MA 01376
EMPOWERMENT SEMINAR
Mr. Ron Veklotz, Senior
Coordinator of Aging
Services
Chautauqua County Office
for the Aging
Mayville, NY 14757
HOME ATTENDANT/ESL TRAINING
Mr. Man Nam Ma, Director
of Employment Programs
Chinese-American Planning
Council
55 Sixth Avenue #508
New York, NY 10013
JOB CLUB/JOB SEARCH TRAINING
Mr. Paul Magnus, Director
Senior Employment Center
Senior Workers Action Program
415 S. Portage Path
Akron, OH 44320
INTRODUCTION
Throughout the United States, low-income, older workers are being
prepared for jobs in a job market that is increasingly
competitive. These adults are, in many cases, the hardest to
serve. Their ages and their employment histories limit their
prospects for employment. Yet, they are being hired and being
hired in jobs that provide benefits and compensation beyond the
minimum wage.
Public employment and training programs are making this happen.
Co-enrollment in the Job Training Partnership Act (JTPA) Five
Percent Set-Aside Program and the Senior Community Services
Employment Program (SCSEP) has provided the work experience and
training necessary to bring a segment of the population that has
been largely discounted back into the workforce. These are
people who want and need to work. Without training, the only
jobs they could qualify for would be low-paid, unskilled jobs
with no chance for advancement.
Not just any training program works for low-income, older adults.
There are physical, mental and emotional characteristics of
older, low-income adults that must be addressed if the training
is to be successful. Sections 2.0 - 7.0 of this manual provide
information on what these characteristics are and how to design
training to fit the needs of older trainees. Some of this
material is included in Part I, "Unique Training Requirements of
Low-Income, Older Workers: A Resource Manual for Senior Community
Service Employment Program Practitioners," of this two-part
series. Both manuals are available from the U.S. Department of
Labor, Division of Older Workers.
This second manual also provides four detailed examples of
employment and training programs that use public funds
collaboratively to train low-income, older workers to compete in
today's job market. These programs are all community-based.
They are run by creative program operators who know what's
available in their areas and know how to access resources. All
four of the programs presented are comprehensive and
multifaceted. They have all been successful in finding good jobs
for the low-income, older workers who complete the training.
-i-
"Different Needs, Different Strategies" is addressed to anyone
who has any connection with programs for training low-income,
older workers. It is intended to be helpful in pointing out why
training courses need to be tailored to the special
characteristics of this group. It is hoped that readers will act
as advocates in their local communities to see that future public
training programs do not ignore the special needs of low-income,
older workers.
-ii-
1.0 WHY IS TRAINING FOR LOW-INCOME, OLDER
ADULTS IMPORTANT?
Note: The statistics in this section are from "The Aging Baby Boom: Implications for Employment
and Training Programs," prepared for the Department of Labor by Stacy Poulos and Demetra Smith
Nightingale of The Urban Institute.
By the year 2005, it is estimated that there will be
almost 23% more economically disadvantaged(1) mature and
aged adults than in 1995. The number of adults over
45 in this classification is predicted to grow from
11.9 million to 14.6 million. The largest growth
increase (50%) is expected with those who are 55-59
years old. The number of economically disadvantaged
50-54-year-olds is estimated to grow by almost 44%.
There will be
about 1.4
million more
55+ poor people
in 2005.
Low-income,
older workers
need to find
decent, well-paid jobs.
The U.S.
culture has
changed.
The 55 and older adults that have been eligible
for federally-funded programs under the Job
Training Partnership Act (JTPA) and the Senior
Community Service Employment Program (SCSEP)
are expected to increase in number from 8.2
million in 1995 to 9.6 million in 2005. This
is in contrast to an expected three-quarters of
a million decrease in the number of
economically disadvantaged 25 to 34-year-olds
for the same period.
Older workers with incomes at or near the
poverty level do not have the adequate pensions
or the savings or equities that would permit
them to retire from the workforce. Even those
62 and older will probably have social security
income that is inadequate for subsistence.
Low-income, older workers want and need to
work.
Without training, the jobs low-income older
workers get will keep them poor
People are living healthier and longer than in
previous decades. They move more often than
they used to - families are more separated
geographically. The extended family where
younger family members assimilate the older
members into their lives and care for them
still exists, but it is far less common. The
"old maid" stigma is gone and many more women
are unmarried by choice. Historically, older
single women are poorer than married women.
Divorce is common and generally accepted; the
current U.S. divorce rate is 47.4 percent.
Women are still outliving their husbands and
some find that, without their spouse, they have
joined the ranks of the poor. Many older
widowed or divorced women who never wanted to
or had to work find themselves needing a job to
support their families. A serious illness
occurring to one spouse can throw the family
into poverty. Ethnic groups are the hardest
hit and the poorest members of this society.
The workplace
has become
more global
and
competitive.
Even in the
best of times,
older workers
have a hard
time finding
jobs.
Training is
not a luxury;
it's a
necessity.
When older
adults compete
with younger
adults for
training, they
lose out.
Performance
standards
favor younger
workers.
The new law
has no set-asides for
older workers.
Benchmarks for
servicing
older workers
under the new
act.
Older workers have been particularly affected
by such workplace changes as downsizing,
increased use of technology and less
hierarchical work structures. During the
downsizing that took place in the 1986-1991
period, proportionally more older workers were
laid off. And, at the expense of older
workers, firms spent more on training new
employees (Imel 1996).
In a June 16,1998 Daily Report, the Bureau of
Labor Statistics reports on a survey released
at the 50th annual conference of the Society for
Human Resource Management that indicates that
only about one-third of surveyed organizations
seek to recruit or retain older workers.
A Wall Street Journal article on the downsizing
in the 90s reviewed in a June 26, 1998 BLS
Daily Report states that older workers who lose
their jobs have the hardest time finding new
ones. Only about one-half of the over 55
workers displaced in 1993-1994 were re-employed
by February 1996, the most recent data for
which statistics are available.
There's a high correlation between training and
employment. Employers want people who can turn
out productive work in the shortest amount of
time. Some list "flexibility" as the most
important trait they want in workers.
Flexibility requires self-confidence and self-confidence requires training.
People cannot feel self-confident if they don't
know what they're doing.
Most jobs today, even on the lowest level,
require some knowledge of the advanced
technology that is running our businesses and
other institutions. Some older workers
fortunate enough to have jobs receive training
from their employers or learn from their fellow
workers. Unemployed low-income, older workers,
however, can't find work without training and
can't afford training until they get a job.
It's a "Catch 22" situation.
Only a small number of 55+ older workers are
currently receiving training under federally-funded programs. The majority of these are
participants in the Senior Community Service
Employment Program, which serves less than one
percent of those eligible for the program. The
only program under the Job Training Partnership
Act that specifically serves this population is
the 5% older worker set-aside. This program
is discontinued under the Workforce Investment
Act of 1998, which becomes fully effective July
1, 2000.
The SCSEP remains as the only federal training
program that explicitly serves 55 years and
older, low-income adults.
Older workers can, of course, use the public
training services that are open to all adults
regardless of age. This has not worked very
well in the past. The JTPA IIA program, for
instance, is open to all economically
disadvantaged adults 22 years old and older.
In 1995, 176,000 adults participated in JTPA
programs beyond initial assessments. Of these,
only two percent (3513) were 55 or older.
This low participation rate could be explained
by saying that older people are less likely to
seek public training services. Yet in the 5%
set-aside JTPA program, more than two and a
half times more older workers were served than
in the IIA program.
The current emphasis on performance standards
acts to push public training programs to direct
their attention to those most likely to be
hired quickest and at the best salaries. Low-income, older workers cannot compete with
younger workers when these standards are
imposed.
Under the new workforce investment legislation,
older workers will be served under the adult
training component. The new law lowers the age
of "adults" to 18. Older persons will now be
competing for training services with an even
younger group than under the old JTPA IIA.
There are many actions that can be taken at the
state and local levels to assure adequate
services for low-income, older workers. Older
worker advocates could become part of the local
Workforce Investment Board. The National
Association of State Units on Aging (NASUA) has
developed a set of benchmarks that can be used
to assess the strengths and weaknesses of
workforce development reform efforts in
responding to the needs of mature and older
workers. The publication,"Assessing Workforce
Development Systems: Benchmarks for Mature and
Older Workers," was developed collaboratively
with national, state and local administrators,
providers and advocates of mature and older
worker programs and services.
Additional information on the new act is
provided in "Implications and Opportunities in
the Workforce Investment Act for the Senior
Community Service Employment Program," another
recent publication available from the Division
of Older Worker Programs of the Department of
Labor. This publication points out
opportunities to increase services to older
workers by merging resources and services from
multiple funding streams and the necessity that
operators of the programs actively pursue these
opportunities.
2.0 CHARACTERISTICS OF LOW-INCOME,
OLDER WORKERS
In federal training programs, low-income, older workers
are 55 years old or older with incomes that are at or
near the federal poverty level. They are usually men
and women with limited employment prospects; many are
without substantial employment histories, basic skills
and English language proficiency.
Who Are the Low-Income Older Adults Who Need Training to Find
Jobs?
Older, low-income workers may
come from all walks of life.
Many are widowed, divorced or
single women who have spent
their lives as homemakers and
now find it necessary to make
money to supply their food,
shelter and clothing needs.
These women have no work-outside-the-home experience or
current marketable experience
and skills.
Others may be men and women
who were laid off from
downsizing industries who find themselves with obsolete skills
and the need to reinvent themselves.
A number of those eligible for publicly-funded training are
discouraged workers who were unemployed for so long they gave up
the search for employment. Or they may be disabled veterans or
homeless men and women who are ready for a fresh start.
In certain parts of the country there are large numbers of older
people who lack basic skills or are not English-speaking and/or
not literate in their own language. There are also significant
numbers of older people living in rural areas where job
opportunities are scarce and public transportation is
nonexistent. They need help in finding jobs.
Low-income, older workers may have graduate degrees, but be down
on their luck as a result of illnesses or other traumatic
experiences, or they may be men and women with little or no
education who have been living on the fringe for most or all of
their adult lives.
3.0 HOW AGE AND INCOME LEVEL AFFECT
TRAINING NEEDS
Being older and poor makes it twice as hard for older
workers to find good jobs at decent wages. People all
over the world have accepted myths about the abilities
of older workers which are not true.
Common stereotypes portray older workers as:
Harder to train
Less able to keep up
with technological change
Less promotable
Less motivated..
Training
programs must
be tailored to
the age and
economic
circumstances
of their
customers.
Myths about older workers are pervasive not
only among potential employers, but also,
unfortunately, among older workers themselves.
Older workers on all socioeconomic levels have
more difficulty finding jobs than younger
workers. Older workers who are also at or near
the poverty level have the additional baggage
of damaged self-confidence from many years of
not achieving the financial success so valued
in our society. These dual barriers of age and
low income cannot be ignored when planning
training for low-income, older workers.
Age affects
training.
Aging does
affect some
functions but
not affect the
ability to
perform moderate
physical work.
The mature brain
is different.
There is a marked correlation between age and
training needs. Instructional methods differ
in kindergarten, elementary school, junior high
and high schools to relate to the developmental
stages of children and teenagers. Colleges and
universities use different teaching methods
from high schools. Adult education and
vocational courses use techniques specific to
their students' requirements. Training
programs need to consider the physical, mental
and social needs of the recipients of their
training. These needs change as people age.
Functions such as vision, hearing, reaction
time and memory have a strong dependence on the
body and its level of functioning and are
likely to change with age. With aging, the
prevalence of arthritis increases and the
connective tissue in joints stiffens which may
affect the ability to move. At low to moderate
levels of physical work age does not affect the
ability to perform work, but does result in a
somewhat longer time to recover from work
(Manheimer, 1995).
The mature brain is neither better or worse
than the brain in earlier years of development.
It is just different (Restak 1997). Aging is
generally a time of slowing, not only of gait
and motor performance and metabolic processes,
but also of certain intellectual and recall
functions (Henig 1985). The ability to store
information does not seem to be affected by
aging. It is the retrieval process that slows
down. It is generally agreed that all age
levels can learn. Older persons can usually
learn anything younger people can, but they
need to be given more time. Extra time is
needed both to learn the information or skill
and to demonstrate that the learning has
occurred (Manheimer 1995).
Abilities
that require
quick
thinking,
such as timed
matching
tests,
decline
after age
forty as a
result of the
changes in
response
speed that
are age-related (Manheimer 1995).
Some gerontologists today are issuing optimistic reports about
the life of the mind. Among their findings:
Most old people remain throughout life as intelligent as
they ever were.
When intelligence scores do decline with age, speed of
performance is usually the cause.
On self-paced tests, even those involving the incorporation
of new types of abstract information, older people perform
better than they do on timed tests.
Scores on intelligence tests decline less over time for
people with a higher educational level and higher initial
scores than for less educated or less intelligent peers,
either because the education itself provides some protective
effect or because it is associated with a lifestyle in which
the mind is better used.
Many people seem to become more forgetful with age; this may
be due primarily to a slowdown in information retrieval,
rather than to a total obliteration of the memory trace.
If taught to store new information more efficiently, the
ability to retrieve it improves significantly (Henig 1985).
The physical and mental changes that do occur can be compensated
for by effective training designs. Training programs need to be
responsive to the changes in the body and mind that are normal
and natural to the aging process.
Income levels
affect
training.
Generally, income determines social class.
Social class in turn affects aging by
influencing the attitudes, beliefs and values
people use to make life course choices and by
limiting opportunities, particularly in terms
of education and jobs. Higher income usually
brings greater resources - knowledge, better
health, greater retirement income. Many of the
problem aspects of aging are concentrated among
the working class and the poor. Age
disqualification happens mainly to those who
are already relatively disadvantaged, not to
the rich and powerful or those people with
exceptional skills. It has been said, for
example, that people like Picasso never had a
day's worry about age discrimination.
Older, low-income men and women need practical
training that recognizes the special needs of
mature adults based on income-related
conditions. Training needs to deal with the
fact that many of the participants are people
who have no recent or pertinent work experience
or have unsuccessful or intermittent employment
histories. People without a background of
occupational competence and success have
significant self-esteem and self-confidence
problems that must be recognized in the
training process.
Older, low-income people who want and need to work need special
training to help them:
Uncover the positive aspects of their backgrounds and how
these aspects can be valuable to employers.
Determine the kind of work they want to do and the nature of
the training that will help them get this work.
Examine what they perceive as barriers to obtaining their
employment and training goals and what is needed to overcome
these barriers.
Become skilled in the new workplace technologies.
Assessments are
important.
Self-esteem
issues must be
addressed.
Previous work
and life
experience need
to be valued
and utilized.
Older women
have special
needs.
Women are the
oldest and the
poorest of the
elderly poor.
Older women
have unused
talents.
Assessment tools such as the Individual
Development Plan (IDP) and the Individual
Service Strategy (ISS) will be extremely
helpful in the identification process.
Developing personal assessments is time well
spent and is invaluable in determining training
needs and personal barriers to training and
employment. The assessment process will also
help identify the need for special social
services. Urgent needs for such things as food
and housing must be met before addressing
training possibilities.
People with histories of economic failure need
individual and/or group sessions to work on
their self-esteem issues. Such sessions could
include: role playing and rehearsal,
assertiveness training, videotaping of
interviews, modeling of effective behavior by
program staff, continuous encouragement,
realistic self-evaluation methods and formulas
for dealing with depression and anger
(Plett/Lester 1991). Low-income older workers
require the kind of practical skills training
that will help them compete in an age-conscious
job market. First, however, they need to be
convinced that they are capable and worthy to
compete.
Trainers of low-income older workers must also
recognize that although training participants
may have suffered some significant setbacks in
their lives, they bring to the training
lifetimes of experiences and highly developed
survival techniques. Older workers need to be
taken seriously and treated with respect. Many
times they don't get this respect, even though
they have survived life events that would
humble the best of us.
Training Needs of Low-Income Older Women.
Women make up the largest percentage of older
workers eligible for federal training programs.
For example, more than 72% of SCSEP enrollees
are women - the great majority without work
histories or with intermittent work histories.
These are women who may have taken time off to
raise children, care for aging parents or both.
Many may still be giving time and support to
grandchildren, children and parents.
Women in their sixties today were born in the
thirties and grew up in the turbulent years of
the depression and World War II. This
generation was unlikely to go to college or to
pursue professional careers. They were
expected to be homemakers and mothers while
their husbands went into the work place and
"brought home the bacon." The poorest women in
the society worked in other people's homes, on
farms or in factories in jobs that provided
little or no training and no pensions or
potential for savings.
Why do more older women need to work? The
Administration on Aging's "Profile of Older
Americans: 1997" reports the median income of
older persons in 1995 was $16,684 for males and
$9,626 for females. Older women's poverty
rates have consistently been higher than those
of older men. Retirement incomes for older
women are only 55% as high as for men. For
nearly one-third of divorced or widowed elderly
women, Social Security represents 90% of their
income, and many older women have little or no
Social Security income. The major sources of
income reported by older persons are Social
Security, income from property (assets), public
and private pensions, earnings and public
assistance, in that order. This income is
mostly the result of how much you earned and
saved as a worker. Usually the more money you
earn in your working years, the more affluent
your elder years are.
Older women workers need to develop basic,
occupational and job search skills. Those
women who did work outside the home were often
in low-paying jobs in the service and factory
sectors which require few skills and offer few
opportunities for higher level training. Also,
many women worked in part-time jobs which did
not offer training opportunities.
Many of these women have had few educational
opportunities and may require training in basic
language and math education as well as in
occupational and job search skills.
Training Should Help Women Realize Their
Strengths. Today's older women who have never
worked outside the home or who have spent most
of their lives as homemakers tend to down play
the skills that have helped them survive the
economic and personal crises in their lives.
These women are survivors and they have many
practical skills which they may discount as
unimportant. They have gained management and
interpersonal skills through raising children,
managing homes and volunteering in their
communities. Effective training will help
women recognize and build on their functional,
transferrable skills. Minority women,
particularly immigrants, have crafts and other
skills that are not usually found in North
America and could be promoted as
entrepreneurial possibilities.
The women who seek training have taken a step
toward helping themselves become financially
independent. They need to believe that they
can learn skills that will make it possible to
get a good job in the private sector. Older,
low-income women with limited or no work
histories need intensive training in skills
that are marketable in their local communities.
Thousands of women in public training programs
today are being trained to use computers and
other advanced equipment. This training
prepares them to compete for the jobs that will
enhance their present and future incomes.
4.0 TRAINING IMPLICATIONS
Professionals who work with low-income, older adults
point out distinct differences in working with younger
and older adult workers. Some of the differences are
generational. There are dramatic changes in attitudes
and customs between people born in the 1920s and
thirties and later generations. The great depression
left an indelible impression on these older workers.
Cultural biases against women working outside of the
home, the lack of emphasis on the importance of
education, the dominance of the manufacturing sector
which characterized the society of today's older
workers are long gone. Today's older workers lived
through a series of wars and societal changes that
younger people never experienced and those who were not
economically successful had years of frustration and
failure that should be addressed.
Older, Low-Income Workers Have Generational and Social Attributes
That Influence the Effectiveness of Training.
Training for
older workers
needs to be
slowed down.
With more time,
older workers
can learn to
perform new
tasks with
fewer mistakes
than younger
workers.
Many differences in working with older adults
simply have to do with the changes that take
place in the aging process. Why, for instance,
would most older people want long-term
training? Younger adults can look forward to
decades of employment, while older workers'
time is limited. Older, low-income workers
have expenses and commitments that need
immediate addressing. Most are interested in
training that will put them in jobs quickly.
But experience shows that training works best
for them when it is slowed down - longer-term
training in technical skills seems to produce
better results.
In general, older persons need more time in the
learning process than younger adults. Older
adults can take up to two times as long to
learn a new task or skill. In "America's Work
Force Is Coming of Age," Catherine Fyock states
that like the general population, not all
adults learn at the same rates of speed. For
many older adults it may take up to two times
as long to learn new information because of the
way the brain changes as aging occurs. This
training investment is easily recouped when the
longer length of service of most older workers
in a single job is considered.
Many low-income, older workers lack self-confidence. Some have had many years of
failure, lack of opportunity or just plain bad
luck that has worn away their self-esteem.
Others, primarily women, never before had to
compete in the marketplace and they are
insecure and lacking in confidence.
Under-educated older adults may have some or all of the following
characteristics:
Lack of confidence
Lack of basic skills
Fear of school (because of past failures)
Inadequate economic resources
Varied academic aptitudes
Different values, goals, attitudes
Lack of experience in goal setting
Feelings of helplessness (Moore n.d.).
Effective training should recognize that techniques to build
self-esteem and self-confidence must be an integral part of any
job skills or job search training activity.
Today's Employers Want Flexible Employees.
Increased
competition
requires
flexible
workers.
The 90's are a time when businesses are seeking
to be more and more competitive. There is more
downsizing, an increased use of technology and
greater use of team work structures. Employers
are looking for workers who can respond to the
rapid changes in today's workplace.
Probably the most dramatic differences between
younger and older workers are in the way work
is viewed. Older workers tend to have steady
work habits, are responsible, reliable and
satisfied, require less supervision once a task
is mastered and demonstrate minimal turnover,
tardiness and absenteeism. This so-called "old
fashioned" work ethic is no longer the norm
among younger people in the workplace.
Younger adults appear to give less weight to
loyalty, punctuality and commitment. And it is
true that today these traits are less highly
valued by employers. In a technological
society employers are more interested in
creativity, technical expertise and flexibility
(AARP 1995, 1989, 1985).
Some Employers Care More About Receptivity to Change Than "Old-
Fashioned" Work Ethics.
AARP studies
stress
employers'
concerns about
older worker
flexibility.
There are still
employers who
value and seek
out employees
with "old
fashioned" work
ethics.
A recent American Association of Retired
Persons (AARP) study, "Valuing Older Workers, A
Study of Costs and Productivity," (AARP 1995)
reports on 12 case studies of companies
spanning a diversity of sizes, industries and
geographical locations. Managers in these
companies present their impressions of older
employees performances in regard to specific
skills and traits. These managers rated older
workers highly on:
Experience
Judgement
Commitment to quality
Turnover
Attendance/punctuality.
They rated older employees weaker on:
Flexibility
Acceptance of new technology
Ability to learn new skills
Physical ability to perform strenuous
jobs.
The performance traits cited by managers as
most desirable for today's changing workplace
and those critical to the company's success in
the future are those not always attributed to
today's older workers. These traits are:
Flexibility
Receptivity to change
Acceptance of new technology
Willingness to seize opportunities to
demonstrate initiative and exercise
independent judgement.
Two earlier AARP studies, "Workers Over 50: Old
Myths, New Realities," (AARP 1985) and
"Business and Older Workers" similarly reported
that employers perceived older workers very
positively for their experience, knowledge,
work habits and attitudes. Their negative
perceptions of older workers centered around
questions about older workers' flexibility,
adaptability to technology and aggressive
spirit. AARP's more recent study seems to
confirm these findings.
Older worker practitioners have reported many
attributes of older, low-income persons that
indicate low self-esteem and lack of self-confidence. Problems in these two personality
areas would, of course, have profound effects
on workers' flexibility and receptivity to
change.
Training programs need to be ready to help to
develop behaviors that are valued in America's
competitive, technological society. With
proper training, older people can learn to be
more flexible and comfortable with new
technologies. Fostering these traits should be
an essential element of any training for older
workers. Programs which provide older workers
with an opportunity for gaining work experience
and training in areas of their choice without
the fear of being fired or laid off, can help
foster the self-esteem and self- confidence
which promote flexibility in workers.
Conventional Traits Are Still Valued By
Employers.
There still are, and there will continue to be,
many jobs where conventional traits of older
workers are highly valued. Unfortunately, many
of these jobs are in industries that pay low
wages, provide little or no benefits and offer
few chances for advancement. Any effective
training program must acknowledge both the
positive and negative attributes of its
trainees and design the instruction around
these attributes, as well as their employment
needs and goals and the local job market.
5.0 LOGISTICS FOR TRAINING OLDER WORKERS
People's senses tend to dim
with age. Training
environments should provide
for the changes in eyesight
and hearing that affect
older people. No training
can take place if trainees
can not see the visuals that
will be used and cannot hear
the trainer.
Physical factors have to be
considered when designing
the training setting in terms of lighting, noise, temperature,
seating arrangements and number and length of rest periods.
Adequate lighting and good acoustics are particularly important
when training older people.
Vision Changes Require Attention.
Aging affects
sight.
Hearing changes
with age.
Seating
arrangements
can promote
cooperation
among trainees.
Classrooms that
are too hot or
too cold
inhibit
learning.
Sessions should
be kept short.
Smaller classes
work better.
Increasing age decreases the ability of the eye
to change shape and focus on very near objects.
Older people need more light than younger
people, making night driving more difficult.
The lens of an older person's eye yellows and
filters out violet, blue and green colors
(Manheimer 1995).
Visual aids should have large, easy-to-read
print with a high contrast, not with a glossy
finish, particularly laminated pages or
posters. Avoid posting training material above
eye level. Many older people wear bifocals and
have difficulty looking up to read training
materials. Do not use low contrast colors like
blues, greens or pastels; they're hard to see
(Fyock 1990).
Age-related changes in the ability to
discriminate among sounds make speech more
difficult to hear, especially when people talk
fast, when there is background noise or when
there is distortion or reverberation. Twenty-five percent of women and thirty percent of men
have difficulty hearing faint speech and five
percent can't hear amplified speech (Manheimer
1995). The trainer needs to check at the
beginning of a session to be sure everyone can
hear. If the room is very large, or if the
acoustics are not good, the trainer should use
a microphone.
Older Workers Prefer Less Formal Seating
Arrangements.
Seating arrangements may vary with the types of
training. In most cases older workers prefer
sitting in groups around a table. This
provides a place to put training materials plus
a writing surface. It also promotes
socialization among trainees and provides a
more supportive learning atmosphere than
conventional classroom seating by rows.
Training Proceeds Better in Comfortable
Classroom Environments.
In some classrooms the temperature control
mechanism may cause the room to be too hot or
too cold. The trainer needs to be alert to how
this can affect the learning process. Many
older people have arthritis which increases
sensitivity to cold temperatures. When there is
no way of adjusting the temperature, trainers
may discuss the problem with the class and have
them, where possible, adjust their clothing.
Shorter Sessions Are More Effective.
Sitting for long periods in classrooms is
uncomfortable for people of all ages, but it is
particularly uncomfortable to older persons.
Training sessions should provide frequent
breaks for using the rest rooms or just moving
around the room. Trainers should prepare their
presentations in shorter modules and provide a
variety of learning activities. It is too much
to expect a group of older people to maintain
interest during an hour and one-half
uninterrupted lecture.
The Training Class is Best When Kept Small.
If possible, keep the training group size
small, with no more than twelve people per
class. The smaller the class size, the more
individual attention the trainer can provide.
This is important, especially when teaching
technical skills.
THINGS TO REMEMBER
An average sixty-year-old's eye admits only one-third as much
light as the eye of a twenty-year-old. Greater levels of
illumination are required by older people.
With age, the eye gradually yellows affecting the perception of
colors. It is much easier for older people to see yellow, orange
and red than darker colors (Manheimer 1995).
When both words and pictures are used, older persons can retain
six times more information than with just words (Lester 1984).
6.0 THE TRAINER AND THE TRAINING PROCESS
Trainers for older worker training sessions need to be
aware of the attributes and needs of participants and
how best to deal with them. When possible, older
trainers should be used to teach older workers. Many
times older trainers are more knowledgeable about
learning differences and can structure the learning
environment to the older workers' needs. They make
excellent role models for the trainees, and older
workers have reported that they feel more comfortable
when the instructor is an older adult.
Understand the physical, mental and social needs of
low-income, older workers.
Use techniques to improve worker's confidence and self-esteem.
Are enthusiastic, up-beat.
Treat participants with respect.
Listen. Reflect patience and understanding.
Draw on the practical experiences of participants.
Provide structured and definable experiences.
EFFECTIVE OLDER WORKER TRAINERS:
Make learning an active process.
Keep the training process simple. Repeat instructions.
Speak clearly and distinctly.
Speak slowly.
Eliminate jargon and acronyms -- at least at first.
Acknowledge growth and learning of participants.
Link learning with rewards that recognize achievements
such as award luncheons, recognition articles in
newsletters, etc.
THE TRAINING PROCESS
The training
focus should be
on the gains of
experience.
The training process should focus on the gains
of aging - not the losses. Older people are
rich in experience. They have had lifetimes in
problem solving. Older workers do not lose
their learning capabilities, adaptability and
inclination to high productivity. If they were
not serious about wanting to improve the
quality of their lives, they would not have
enrolled in the training program. Unlike
school children, they are in a learning
situation because they choose to be.
Older workers
learn what they
think they need
to learn.
Training should provide practical experience
that will lead to unsubsidized employment or
the alleviation of barriers that affect
employment. The more clear the relationship of
the training to actual jobs in the community,
the more effective the training. Trainers need
to be familiar with the local job market and
provide trainees with job availability
information. The training needs to be
practical, not theoretical, and trainees must
understand why they are learning and how the
information can be applied. It is important to
advise people entering training what they are
to learn and what their performance
requirements will be. Training must be
designed to teach specific skills at an
identified performance level.
Trainees need
help with self-confidence
self-esteem
issues.
The trainer needs to help trainees live with
their doubts and fears while developing the
skills necessary to perform at a personally
satisfying and socially successful level.
Group or individual activities that can be used
to build up confidence include role playing and
rehearsal, assertiveness training, self
evaluations, and using videos for practice
interviews. The techniques developed by
professionals in sections 8.0-11.0 have been
successful in working with older adults.
When older workers are reminded to inventory
their skills and relate them to jobs, they
usually find that they have much more to offer
employers than they thought. Many older
workers have never taken the time to really
look at all of the things they have done in
their lives that are useful in the job market.
Older trainees
value non-verbal more
than verbal
training.
Older trainees learn through activating the
senses. 75 percent of this learning is through
the sense of sight, 13 percent through the
sense of hearing, six percent through the sense
of touch, three percent through the sense of
smell and three percent through the sense of
taste (Belbin and Belbin 1972).
Classrooms should be set up, as discussed in
Section 5.0, to compensate for the sensory
changes that are normal for older people.
Adults learn by
doing.
Nerves from the eye to the brain are 25% denser
than those from the ears. For that reason and
probably because of television and movies, most
people are visual rather than auditory
learners. Andrea Nevins, director of the
National Eldercare Institute on Human
Resources, presented the following information
on adult learning at a meeting of the American
Society on Aging:
Method Average Rate of
Retention
Lecture 5%
Reading 10%
Audio Visual 20%
Demonstrations 30%
Discussions 50%
Practice Doing (Experiential) 75%
The training
process should
be slowed down.
Studies have shown that when things move too
quickly, people's performance and, just as
important, their motivation drops steeply. The
training process should be kept slow and
simple. Instructions should be repeated and
learners should repeat their actions.
Nothing is more frustrating to trainees who
already feel a lack of confidence in their
abilities than not being able to keep up with a
fast-paced instructor.
Some trainers may find it easier to do things
for the slower-paced trainees. In computer
training, for example, some trainers are
tempted to press keys for the trainees to speed
up the process. This is a bad idea. Trainers
need to be patient and allow trainees to do
things for themselves at their own pace, no
matter how slow.
Keep the training process slow and simple.
Self-paced
learning allows
trainees to set
their own pace.
Mature adults, like all people, are different
and learn at different rates. Self-paced
learning has been very effective for those who
are less confident in their ability to compete
with classmates.
Self-paced learning is an especially effective
technique when training people to use
computers. Computer-based training (CBT), for
example, gives the users more control over the
speed with which the material comes at them.
It doesn't overload the users' senses
(Filipczak, B.).
The training
should supply
ample
opportunities
for practice.
Trainees need to practice what they are
learning while they are learning. Creative
trainers find ways to help trainees gain
confidence in the skills they are learning.
Techniques such as role play, question and
answer games, class discussions and skill
testing are often used to reinforce the
learning process. Wherever possible trainees
should have access to the types of machines and
equipment they will be using on the jobs for
which they are being trained. People learning
to use computers need to spend many hours at
the keyboard. Training will be useless unless
the trainee has access to a computer in out-of-class time. Trainers can direct trainees to
libraries and other places where computers are
available for practice.
Testing should
be used
sparingly.
Many older adults fear tests and do not perform
well on them. Adults with low self-esteem need
positive feedback and testing is usually not a
very effective way of practicing what they have
learned.
Relating
training to
skills older
workers may
already possess
increases the
effectiveness
of the
training.
Where possible, it is best to relate training
to what the trainee already knows. Training
programs for women with limited or no
employment histories, for instance, may build
on experiences they had as mothers and
homemakers. Many women discount these skills
and must be convinced of their value.
Successful training programs connect what the
trainees already know to new skills. A word
processing class can build on the trainee's
previous knowledge of the typewriter keyboard.
All older workers bring knowledge and
experience into training programs. The trick
is in discovering how to access the knowledge
and relate it to the new task being learned.
7.0 FLEXIBILITY AND LOW-INCOME, OLDER
WORKERS
Anyone who has ever observed small children at play has
noticed the differences in risk taking and flexibility
even at very early ages. It seems clear that
flexibility is more of a personality trait than an
attribute that is part of the aging process. There is,
however, a strong, enduring myth accepted by young and
old alike that older people are "stuck in their ways,"
are rigidly conservative, resistant to change and
antagonistic toward new ideas. This self perpetuating
myth is deeply embedded into our consciousness and
colors our expectations and interactions with older
workers.
Dr. Butler, a prominent
gerontologist, is not
ascribing to the notion
attributed to Pope Alexander
VI or Sigmund Freud that
character is laid down in
final form by the time a
person is five years old.
He believes that people
change and remain open to
change until they die. And
he says that the idea that older people become less responsive to
change because of age is not supported by scientific studies of
healthy older people or by everyday observations and clinical
psychiatric experience (Butler 1975).
Age alone does
not make a
person
inflexible.
If age alone were the determinant of
inflexibility, why would we have so many older
people today packing up and moving from their
lifelong homes to faraway, unfamiliar
retirement places - so many traveling to
distant countries where they must adjust to
totally foreign cultures and customs - and so
many attending colleges, universities and
training institutions of all kinds taking
courses in technological, business and cultural
subjects. Far from resisting change many older
people, even those in advanced old age, are
actively seeking it out.
It may be that the inflexibility reported by
some employers is more a factor of their
acceptance of deep-seated stereotypical myths,
and inflexible employment practices and working
conditions than age. There is little evidence
that employers value older workers in hiring
and retention practices and older workers may
be influenced in their reactions to job-related
changes by their fears of what will happen if
they do not successfully master the new skills
required in the new jobs.
Today's unsettled workplace has not shown
itself to be very forgiving and older workers,
after all, have much more to lose than younger
ones when companies downsize or reorganize.
Unfortunately, some older worker program
operators subconsciously believe that enrollees
are inflexible and unwilling or unable to learn
new technologies. These beliefs are sometimes
transferred to enrollees, further damaging
their self-confidence.
Many low-income, older
workers need
help to become
more flexible.
It is true that there are older people (as well
as young) who are resistant to change. Many of
the economically disadvantaged older workers
who are candidates for federal employment and
training programs fall into this category.
Being ready to take a chance on new jobs and
training requires a self-confidence and self-esteem that come from past successes.
Most of these men and women who enter these
programs have not experienced these successes.
Their past experiences may have left them
fearful of losing what they have in exchange
for the unknown. They may have had experiences
in their school days which left them with
little or no desire for further training. And
they may be the staunchest believers in the
myth that older people are inflexible and too
old to learn anything new.
But even older workers who are resistant to
change are capable of adjusting their
attitudes. Most older, low-income workers have
had to roll with the punches and adapt to the
vicissitudes of their lives. And they have
survived. It is important that they are made
conscious of all the different things they have
done in their lives, the different places
they've lived and the amount of change they've
already survived.
Subsidized work
experience
provides an
opportunity for
older persons
to experience
change in a
forgiving
environment.
In programs which offer work experience, low-income, older workers are provided with the
opportunity to try various work and training
assignments without the fear that they will
fail or be fired.
These programs are set up to provide enrollees
with a chance to take on new experiences in a
protected setting. Enrollees can take chances
without threatening their security.
Assessments
help older
workers find
out the skills
they need to
get the jobs
they want.
The assessment process used in JTPA and SCSEP
programs is designed to provide program
enrollees with the opportunity to take a hard
look at where they are now, where they want to
go in the future and what they need to do to go
there. If done slowly and carefully, the
assessments should help enrollees see the
importance of training in obtaining their
goals.
Many low-income, older workers have never
thought in terms of goals; they were too busy
surviving. They need to know what their
options are. They also need to know about the
local job market and be convinced that any
training they take will make them more
competitive in the job market.
Operators of programs for low-income, older
adults need to take advantage of the training
opportunities available in their communities
or to develop their own training activities.
Cooperative relationships need to be developed
with one-stop centers, Private Industry
Councils, JTPAs, SCSEPs, community colleges,
adult education institutions and other
training facilities that provide skills
training, including literacy training.
Co-enrollment among government training
programs is considered to be an exceptionally
productive use of public funds.
Experiential
training is
provided
through
community work
assignments.
Work assignments permit participants to be
placed in 20-hour per week community service
assignments based on the training and
employment goals expressed in their
assessments. The governmental or nonprofit
(host) agencies where they are placed agree to
provide adequate orientation, supervision,
instruction and on-the-job training to each
enrollee.
Subsidized community service placements
provide older workers with:
An opportunity to return to a work
environment
On-the-job training
Current work experience
A chance to prove their value as workers
and be hired by their host agencies.
Community Service Placements Give Participants a Chance to Work
in Many Different Environments.
Participants in work experience programs may be placed in any
governmental or nonprofit, non-partisan organization certified
under Section 501(c)(3) of the Internal Revenue Code. Every
community has a large number of these organizations. These host
agencies must agree to provide adequate orientation, supervision,
instruction and training on the job to each enrollee. They must
also make a commitment to hire each enrollee when an appropriate
vacancy exists.
A possible list of host agencies would include:
Adult Education Centers
Area Agencies on Aging
Art Galleries and Institutes
Boys Clubs
Commissions or Councils on Aging
Community Action Agencies
Community Centers
Community Colleges
Community Development Agencies
Courts
Day Care Centers (Adult or
Children)
Domestic Abuse Shelters
Drug Abuse Treatment Centers
Education (Public Schools)
Employment Centers (Public or
Non-Profit)
Environmental Protection Services
Ethnic/Cultural Centers
Food Banks
Foundations
Girls Clubs
Goodwill Industries
Government Offices (Town, City,
County,Federal)
Head Start
Health Departments and Centers
Heart Associations
Home Health Care Agencies
Hospices (Public or Nonprofit)
Hospitals (Public or Nonprofit)
Housing Authorities
Legal Aid Societies
Libraries
Literacy Councils
Medical Clinics (Public or
Nonprofit)
Mental Health Agencies
Museums (Public or Nonprofit)
Neighborhood Centers
Nurseries (Children)
Nutrition Programs
Ombudsman Offices
Outreach and Information
Referral Programs
Organizations Assisting the
Blind or Deaf
Parks Services
Police Departments
Pre-School Centers
Public Information Offices
Red Cross Centers
Rehabilitation Centers
Retarded Persons Centers
Retired Senior Volunteer Services
Salvation Army
Senior Corps of Retired
Executives
Senior Citizens Centers
Settlement Houses
Sheltered Workshops
Shelters for Homeless Persons
Social Services Departments
Transportation Departments
United Way Agencies
Veterans Hospitals
Vocational Education Centers
Vocational Rehabilitation
Voluntary Agency Centers
Weatherization Projects
Welfare Departments
YMCAs and YWCAs
Youth Centers
Work assignments in host agencies are expected to improve or
expand existing community services or originate services that
would not exist without them. Enrollees most commonly work as
teachers aides, receptionists, office workers, computer
operators, custodians, librarians, child care workers,
bookkeepers, drivers and nutrition site managers.
Work programs are designed to meet the needs of the older
workers, not host agencies. When host agencies have provided
as much training as possible to enrollees, enrollees should be
rotated other agencies for more training or to other training
positions within the same agency. It is not unusual for host
agencies to hire the enrollees rather than see them moved from
their agencies.
Older workers
become more
flexible when
they become
more self-confident.
One of the synonyms for "self-confident" is
"unafraid." It is fear which makes people
afraid to take chances, be more flexible, more
adaptable and more accepting of new technology.
The fear of failure, of being fired, of losing
what you have in hand are powerful reasons to
resist change.
Older people just by living longer have already
suffered many losses of family, friends and
sometimes jobs, homes and valued possessions.
It does not get easier to accept more losses.
Older workers can lose their fear of failure by
being successful in work assignments and in the
training provided to them through public
programs. Success breeds success. Those who
do a good job in their work assignments know
they have something of value to offer
employers. Those who go through training
successfully and come out with valid saleable
skills are more comfortable with new ventures.
Providing training and work opportunities for
low-income, older adults in situations free
from the threat of failure increases their
ability to meet the demands of a highly
competitive, technological society and adds to
the nation's productive workforce. Subsidized
work experience encourages flexibility and
adaptability by exposing older workers to a
variety of work and training environments that
are designed to build the self-confidence
required for them to be open to new challenges.
8.0 MAKING COMPUTER TRAINING USER
FRIENDLY TO OLDER WORKERS
Almost every job today requires some knowledge of
computers. Preparing older, low-income workers who
have limited current work experience for the kinds
of jobs readily available in their communities
usually includes computer literacy training followed
by training in software for word processing and/or
data management. There is little doubt that
learning to use today's technologically advanced
computers presents a challenge to older adults.
This, however, is a challenge that is being met
successfully in older worker training classes
throughout the country where the training is
tailored to the unique needs of low-income older
workers.
Many employers and trainers are under the impression that
older adults can't or won't learn how to use computers. The
following excerpt from "Old Dogs, New Tricks" in Training
magazine, reprinted with permission from the May 1998 issue,
shows how adjusting a training program to the needs of the
trainees changes failure to success.
"Training departments attempting to teach computer
applications to older learners often fail to
consider their special needs, says Suzanne Dunn, a
doctoral candidate at the University of North Texas
in Denton, who is researching how older adults
learn. She offers a case in point: An insurance
company decided to hire some older workers for its
call center because, it believed, its many elderly
customers would relate better to a voice that had
some years behind it. So the company recruited and
trained a group of mature adults, and then ran them
through the same computer training everyone else
received. The company's new "old" workers had a
high attrition rate during training and substandard
performance afterward. The company concluded that
hiring seniors was a mistake and that older people
couldn't do the job.
The fault didn't lie with the employees or the
material, Dunn contends, but with the trainers.'A
lot of times trainers don't think about how to
accommodate the needs [of an older audience], or
they're being pushed to move so quickly that they
can't slow down enough to accommodate those needs,'
she says. After adjusting the time allotted for its
computer training , the same insurance company tried
the experiment again , says Dunn. It found that
older employees' performance after training was on a
par with younger employees'."
The people who plan and implement computer training programs
for older workers need to know what older workers, and
particularly low-income, older workers, need for effective
training. These needs are addressed in previous chapters.
These needs call for:
small classes
short sessions, many
breaks
teaming older workers
with older workers
relaxed seating
arrangements
mature instructors
friendly supportive
atmospheres
attention to hearing
and sight needs
slow pace of instruction
allowances for
interaction with peers
provisions for self-paced
learning
using past experiences
help in building self-confidence
training that is
practical
providing time for
practice.
It is difficult to learn to use the computer in classes where
a trainer is at the front of a classroom and tries to have
each person in the class do the same thing at the same time.
We all learn new things at our own speed and learning to use
the computer is a situation where there are wide variations in
the ways and speeds at which people learn. Computers,
however, provide trainees with an opportunity for self-paced
learning through the use of computer-based training (CBT).
The article in the May 1998 Training discusses the use of CBT
by older workers. "The fact is," according to Wendy Rogers,
associate professor of psychology at the University of
Georgia, "older adults like self-paced training better than
the classroom variety because it gives them more control over
the speed with which the materials comes at them. And since
their access time for information is a bit slower, the
patience of a CBT program can be an ideal way to teach them."
The article reports Suzanne Dunn as saying, "Older adults love
self-directed and self-paced learning because it doesn't
overload the senses. It allows them to go at their own pace,
to slow down, and gives them enough retrieval time. Even if
the CBT is a multimedia program with lots of bells and
whistles, the self-pacing of the course more than offsets the
danger of sensory overload." Both Rogers and Dunn warn,
however, that much of CBT currently available is tailored to
younger users.
TRAINING LOW-INCOME, OLDER WORKERS IN COMPUTER SKILLS
Through co-enrollment in JTPA and SCSEP programs, low-income,
older workers can receive subsistence wages while receiving
substantive second career training in the computer skills
required in today's offices. The following is an example of a
computer training program that is producing skilled workers.
Older workers
in a
Massachusetts
program are
learning
complex
computer
skills.
Typing
instruction is
provided.
Computer
courses cover a
wide range of
topics.
The Franklin County Home Care Corporation in
Turner Falls, MA prepares low-income, older
workers with the computer skills necessary to
compete for white collar jobs in the area's
current critical industries.
The agency's Computer Learning Center provides
comprehensive training and skills courses that
offer in-depth computer instruction with
additional supervised skill development
opportunities. The agency also provides
trainees with counseling, motivation and other
workshops. Self-paced learning is achieved
with tutorials to sharpen keyboard skills. The
agency's assessment process points out any
individual needs which must be addressed for
the training to be effective.
Computer skills are taught in small classes as
part of a comprehensive office skills training
program which is designed to provide trainees
with a working knowledge of the skills needed
in the modern office. The skills taught in the
course include typing, keyboarding, computers,
business communications, bookkeeping, word
processing, database management, spreadsheets
and telecommunications and Internet issues.
The program includes 425 hours of instruction,
approximately evenly split between computer
courses and classroom instruction.
Many low-income, older workers are women who
have never worked or who have no recent work
experience or men who have never done office
work. Many have never learned to use a
keyboard. The three-week course in typing
provides a solid foundation in typing skills
using electronic typewriters. Trainees begin
with basic typing by touch and formatting
skills, then complete lessons of advancing
difficulty to reduce errors and increase speed.
Three separate computer courses will provide
trainees with a solid foundation:
Introduction to Computers The course helps the
trainee understand what a computer is and how
it works. Trainees learn the basics of proper
keyboarding and advance at their own pace
through speed and confidence building
exercises. Hardware and software are explained
along with the concepts and operation of DOS
and Windows. Participants perform word
processing, database and spreadsheet
assignments in WORKS for Windows and begin to
investigate telecommunications and the World
Wide Web.
Internet and Electronic Communications
Trainees in this course gain experience in
advanced Windows operation and
telecommunications issues. Data access over
telephone lines, on-line information services,
local bulletin boards and the Internet are
discussed. Hands-on practice is provided with
electronic mail, Internet browsers and HTML.
Using Microsoft Office Participants will do an
introductory and an advanced project using WORD
word processor, EXCEL spreadsheet, ACCESS
database and POWERPOINT presentations and learn
to share information between these
applications.
The program also provides instruction in
business communications and basic bookkeeping.
Open, supervised, computer labs on Friday
afternoons offer trainees the opportunity to
further practice their skills.
This is only one of many programs throughout the country where
federally-funded programs combine to train low-income older
workers to use technologically advanced computer software.
Success takes time and practice. These programs are run by
specialists who recognize that older adults have special
training needs and set up training situations where trainees
will be successful.
9.0 AN EMPOWERMENT SEMINAR THAT FOSTERS
SELF-CONFIDENCE IN OLDER WORKERS
A unique program in Chautauqua County, NY links
three separate Senior Community Service Employment
Programs and a Private Industry Council with a
single service contractor to provide training using
JTPA 5% set-aside and SCSEP 502(e) funds. This
multi-funded operation provides both coordination
and service delivery; it creates a single entry
point into a wide range of older worker services.
This is a comprehensive employment and training program
designed to help economically disadvantaged older workers
reenter the job market. All participants attend an
empowerment seminar and may continue with job clubs. They are
then referred to various options that might include high
school equivalency preparation, computer training, class II
commercial drivers license training, personal care aide
training or work experience.
The Chautauqua program, which has been in existence since
1987, provides close networking with the New York State Job
Service by maintaining ancillary office space in the
Department of Labor and Unemployment offices in two cities.
These close linkages result in referral to appropriate
training opportunities and employment opportunities available
in the county.
In addition, a close link exists between the PIC of Chautauqua
and Chautauqua County Office on Aging, Additional networking
includes the Foster Grandparent Program, Senior Companion
Program and the local New York State Employment Offices.
The empowerment program is particularly valuable for rural
areas with populations under 150,000 that need to pool older
worker programs. The goals of the program are:
The empowerment
program goals
are specific to
low-income,
older workers.
The emphasis is
on the value of
mature workers
and what they
have to offer.
The sessions
are geared to
the specific
needs of older
workers.
To increase opportunities for success by
identifying, examining and altering self-defeating behavior which may impede success in
training
To reduce anxieties with respect to competing
in training or in the labor market.
To provide coping skills to deal with stress
resulting from family, personal, job
responsibilities and obligations.
To provide assertion skills to cope with
discriminatory behavior which may be
encountered in a job search or on the job.
To provide information regarding the positive
aspects of aging, and be able to market the
assets of the older worker.
To provide an opportunity for older persons to
express, share and alleviate the fear of being
an older person in the job market.
The seminars stress the value of mature workers
and acknowledge their frustration and
discouragement with being unemployed. They
include information on motivating discouraged
workers recovering from job losses from
downsizings, factory closings, business moves
or entering or reentering a different type of
job market.
The empowerment sessions require 24 hours,
usually four hours per day. The classes are
small and are taught by mature trainers. They
take place primarily at the New York State
Employment Office.
Mature workers are recruited by the development
and distribution of public relations and
outreach materials, public service
announcements, service groups, church groups,
etc. Every person 55 and over who is within
six weeks of exhausting his or her unemployment
benefits is sent a recruitment letter
highlighting the Older Workers Program.
The Basic Curriculum
The basic curriculum strives to assess individual needs and
address each participant's uniqueness. Daily evaluations,
along with final participant evaluations, are distributed to
provide continual feedback during the sessions.
Curriculum elements include:
Emphasizing the tremendous assets mature workers have to
offer. This will include discussing current employment
statistics and realities based on current studies.
Self-assessment tests, values and skills classification
workbooks such as "Choosing Your Career," and "A Self-Directed Guide," by Alex Labak, and other resources as
appropriate.
Individually administered tests to determine math and
reading skills.
Use of "The Decision Making Process" in "A Self-Directed
Guide" to emphasize supplying appropriate job information
and related skill areas.
Resume preparation.
Competing in a flooded
job market.
Exploring the hidden
job market.
Employment resources
available in your
community.
Market letters that
get interviews.
Job applications.
Topics like "Legal
Questions," and
"Employee Rights and
Redress."(Presented by
a New York State Employment Service representative.)
Interviewing techniques.
Stress management and assertiveness training exercises,
including a "Social Readjustment Scale" for self-analysis.
Presentations by representatives of SCSEP, Social
Security Office and the Office on Aging.
Presentation for entrepreneurs - how and where to begin.
As a follow-up, participants are encouraged to attend the
basic computer course offered at the local PIC office to
enhance their employability. In addition to the seminar,
participants can take skills training to become commercial
drivers, personal care workers or security guards. Work
experience is also offered.
Upon completion of the training, component staff assists
clients in the job development stage of the program through
job club workshops.
The operators of the program attribute its
success to the coordination and
cooperation among mature worker programs
within the service area, the provision of
individualized training to meet the
particular interests of the mature workers
and the emphasis that is placed on the
value of mature workers.
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10.0 A VOCATIONAL TRAINING PROGRAM THAT
WORKS FOR OLDER ADULTS WITH LIMITED OR NO
ENGLISH LANGUAGE SKILLS
In many parts of the U.S., there are large numbers
of poor, older people whose language problems act as
barriers to their employment. A program in New
York's Chinatown has been particularly successful in
providing participants with the training necessary
to get good jobs in their communities. This program
provides graduates with certification as home
attendants and training enabling the older workers
to speak, understand, read and write English in job
situations. It also includes a job search skills
course to help participants become familiar with the
work environment in America and provides related
work experience for those who are not immediately
hired upon graduation.
The Chinese-American Planning Council, Inc. in New York City
uses JTPA and SCSEP funds to provide training to low-income,
older workers that will enable them to make good wages as New
York State certified home attendants. Separate English as a
Second Language (ESL) classes are provided for those with no
foundation in English and for those with some English-speaking
ability. All participants attend the home attendant training
which is taught by a bilingual instructor.
Trainees are
taught to use
English in work
situations.
The home
attendant
training
results in
state
certification.
Job search
techniques are
provided
through a
"World of Work"
course.
Subsidized work
experience is
also offered.
Home attendants
make good pay
and benefits.
Post-placement
follow-up
guarantees
satisfaction.
The English language training consists of 157.5
hours of instruction in topics related to work
situations. The nine units include:
Meeting People
Talking About Occupations
Servicing the Client
Using Time, Days, Dates, Seasons, Numbers
Getting Around Town
Making Telephone Calls
Shopping at the Supermarket
Running Errands for the Client
Hosting the Graduation Ceremony.
The performance requirements for this training
ensure that the trainees are able to
communicate their clients' needs in the
community.
The training consists of these eight units that
require 126 hours of time:
Introduction (Explaining home health care and how to work with clients)
Basic Nutrition
Basic Medical Knowledge
Personal Care
Home Safety
Time and Money Management
Special Care
Clients Social Needs and Mental Health.
The performance requirements here ensure that
those who finish the course will have a
comprehensive knowledge of their duties as home
attendants and their role in a health care
service team.
Graduates receive New York State Personal Care
Aide Certificates.
The World of Work training consists of nine
weeks of three and one-half hours weekly
sessions, usually on an afternoon from 1:30 to
5:00 PM. It includes such job search topics
as:
Filling Out Job Applications
Writing Resumes
Requesting References
Preparing for Interviews
Communicating with Supervisors
Serving Difficult Clients
Becoming the Ultimate Team Worker.
The course uses textbooks provided by the New
York State Department of Labor, lectures,
discussions, classwork and homework.
As a condition for graduation, the program
requires each student to present three
reference letters, a resume and as passing
score of 70% in the final examination.
Some trainees get jobs immediately following
graduation. Others may have to wait up to
three months for an opening to become
available. After the training is over, program
participants may be enrolled in a SCSEP
program. In this program they can be placed in
a host agency that provides health care. Their
employability will be further enhanced by this
practical work experience in home care.
In New York City, home attendants are
unionized. Jobs start at $6.80/hour, but the
hourly rate rises for evening and weekend work.
People who work at least 80 hours per month
qualify for health benefits which cover the
worker's whole family.
Contact is maintained with the graduates of the
program who are employed as home attendants.
Employers are also contacted to ensure they are
satisfied with the placement. Graduates often
go back to the program office for post-placement counseling. These satisfied
graduates and satisfied employers act as
advertisements for the program throughout the
local community.
All of the trainees in this program are 55 years old and
older. The classes are kept small and are taught by mature
instructors. To help maintain participants' motivation, class
breaks include physical exercise in the morning and group
singing in the afternoon. The singers perform at the
ceremonies which are held for each graduating class. More
than 80% of the older workers who go through this training for
home attendants get jobs.
11.0 A JOB CLUB THAT PROVIDES OLDER
WORKERS WITH A FULL RANGE OF JOB SEARCH
SERVICES
Job clubs work. In Akron, Ohio, the Senior Workers
Action Program's Senior Employment Center provides
job clubs that train low-income, older participants
in practical, job search skills while providing a
environment that is supportive to the members both
during and after the job search. To complement the
job search activities, the staff of the Senior
Employment Center organizes an annual job fair that
brings together employers and older job seekers from
a wide geographic area. The agency also has
established "Mature Staffing Systems," which markets
older workers as highly desirable because of
experience and work ethic. The Senior Employment
Center also produces "Employment Connection" a
weekly cable TV show that features job seekers and
employers. The format includes guest appearances
and on-location reporting. This comprehensive
approach to helping mature job seekers results in a
high placement rate for the programs's participants.
The Senior Employment Center's job clubs are unique in that they
foster support groups that continue to meet even after group
members have found jobs. Participants are co-enrolled in the
SCSEP Senior AIDES Program which provides them work experience
and training. When they are job-ready, they're enrolled in job
clubs. Job club members make up a more diversified group than
is usually found in public employment and training programs.
Because northeastern Ohio is an area where many people were once
employed in the manufacturing sector, many job club participants
have had successful experience in technical jobs. These members
have expertise and confidence that they share with other group
members who may have had little or no experience.
Job club members participate in intense three-week, four-hour-a-day job seeking skills sessions followed by weekly sessions
where they pool their leads and network on job opportunities.
White collar and technical workers are often teamed with long-term unemployed and displaced homemakers. The salaries for the
job club trainers are paid by JTPA 5% older worker set-aside
funds. These funds support job clubs in Akron plus five job
clubs in branch offices throughout northeastern Ohio. The
Senior Employment Center hires mature trainers with good
generalist skills who can train, recruit, market and empathize
with older workers.
A"living
curriculum" is
used to teach
job search
skills.
Since each group is different, job search
techniques are taught using a curriculum that is
constantly changing to meet the needs of the
trainees. Job club members are expected to be
proactive in their job search. Emphasis is placed
on techniques like "cold calling," which are
difficult for most people to do on their own. The
group here acts to shore up the self-confidence of
its members through discussions of common problems
and solutions. By sharing their successes and
failures, job club members realize that their
problems are not
Basic skills are covered in each group.
The job search curriculum is covered in a five
section course of study which provides written
materials for use by the group and requires the
completion of homework assignments. The five
sections include:
Section 1 Resources/Research
Filling out job applications
Negotiating salaries
Researching companies
Finding leads
Using temporary services
Getting references.
Section 2 Preparing Your Resume
Writing resumes
Writing cover letters
Succeeding at job fairs
Answering classified ads
Cold calling
Telephone interviewing.
Section 3. Managing Your Job Campaign
Finding jobs in small companies
Finding federal jobs
Networking
Writing follow-up letters
Taking
tests.
Section 4 Interviewing Techniques
- Setting up and preparing for interviews
Keeping the job you get.
Section 5 Don't Take It Personally
Reacting to rejection
Recharging emotionally
Relieving stress
Learning to love your job
The job club
makes use of
techniques that
have worked for
other
organizations.
S.W.A.P.'s
annual job fair
attracts
employers and
job seekers from
a wide area.
An employment
agency provides
further help.
Participants are
recruited from a
variety of
sources.
The club makes use of techniques that have
been successful for such support groups as
Forty Plus, an employment and training
organization for unemployed professionals.
Like Forty Plus, Akron's' job club for low-income, unemployed workers makes use of
internal networking, offering training in
using computers, providing time and space for
practicing techniques as they are being taught
and providing an environment where the
emphasis in on positive self-motivation and
group support. The job club also links
enrolles with other services which are
available thorough area one-stop centers.
Job club members also benefit from the Senior
Workers' Action Program's annual job fair
which in 1998 was attended by 85 employers and
1230 older job seekers. Older workers from the
job clubs are fully prepared with their
resumes ready and their interviewing
techniques sharpened. Agency staff at the job
fair are present to help the older workers
fill out applications and answer questions
from the employers and job seekers. This is a
successful annual event that is well attended
by both employers and older workers.
Employers come to the fair knowing that the
job applicants will be older workers. The job
seekers come knowing that they will not be
competing with younger workers and they will
not have to face age discrimination.
The Senior Employment Center has also
established an employment agency for older
workers that is the only service of its kind
in this area. It has attracted national
attention and has been featured in an article
in the Wall Street Journal. Called "Mature
Staffing Systems" this service is different
from that supplied by commercial agencies. It
is a self-supporting subsidiary of the
nonprofit S.W.A.P., set up to help older
people find work. In a time when federally-funded programs are limited, this approach is
bringing in money needed to provide other
older worker services.
Recruitment methods are as diverse as the
range of services. Applicants hear about the
Senior Employment Center through the annual
older workers' job fair, the Employment
Connection, word-of-mouth, direct advertising,
one-stops, the Web page (WWW.swap,org), media
and flyers posted at libraries, shopping areas
and other public venues.
This program is another example of a comprehensive training
program which uses public funds and services from JTPA's 5%
Older Worker Set-Aside, SCSEP and one-stop centers to put low-income, older workers back to work.
A CALL TO ACTION
FOR OLDER WORKER ADVOCATES
The low-income, older worker programs discussed here all combine
funding from the Senior Community Service Employment Program
(SCSEP) and the Job Training Partnership Act (JTPA). This
merging of public funding has resulted in comprehensive training
programs that are preparing hard-to-serve older workers for well-paying jobs in a technological society. The JTPA is repealed
effective July 1, 2000. Its repeal brings about the end of the
JTPA Five Percent Older Worker Set-Aside Program and leaves the
SCSEP as the only program specifically providing training to low-income, older workers.
The elimination of the older worker set-aside presents a
challenge to those providing training services to low-income,
older workers . The competition for a finite amount of funding
under the new Workforce Investment Act (WIA) requires
practitioners to be knowledgeable about the new legislation and
to take advantage of the opportunities presented in the Act.
To be successful, older worker advocates must be PROACTIVE and
ASSERTIVE.
WHAT OLDER WORKER SERVICE PROVIDERS CAN DO TO ENSURE
THAT LOW-INCOME, OLDER WORKERS RECEIVE WORKFORCE
INVESTMENT ACT SERVICES
- Become more visible in your community. Get to know the one-stop center board members and service providers. Try to be
seated, or to place an ally of your services, on one-stop
and WIA boards.
- Coordinate services with the one-stop/WIB.
- Negotiate Memoranda of Understanding with the one-stop and
WIB.
- Make contacts on the state level to gain membership on the
new State Workforce Investment Board.
- Make sure the state and local WIB plans incorporate older
worker issues and needs in their strategic plans and
performance goals.
- Work to maintain successful training programs targeting low-income seniors by ensuring that the governor includes low-income, older workers in the definition of "special
participant populations that face multiple barriers to
employment."
- Understand the exceptions to the "voucher rule," which
requires that all training be made available through
vouchers, except that contracts for services may be used in
lieu of individual training accounts if consumers choose
that training and if:
- such services are OJT training provided by an
employer, or
- customized training is provided, or
- as determined by the local WIB, there are not enough
eligible training service providers in the local
area to accomplish the purpose of the system of
individual training accounts, or
- as determined by the WIB, there is a training
services program of demonstrated effectiveness
offered in the area by a community-based
organization or another private organization to
serve special participant populations that face
multiple barriers to employment.
- Become advocates to make sure that one-stops:
- Have staff trained in older worker issues.
- Offer services compatible with the needs of low- income, older workers.
- Have databases with information relevant to low- income, older workers.
- Have recruitment plans which target older workers.
- Have performance standards which demonstrate their
response to older workers' needs.
For additional information on the Workforce Investment Act and
its implications for older worker practitioners:
Older Worker Bulletins 98-32 and 98-35 which provide basic background information on the WIA.
Older Worker Bulletin 98-37 which encourages older worker
practitioners to become more involved with the new system
and provides copies of the Urban Institute paper,
"Implications and Opportunities in the Workforce Investment
Act for the Senior Community Service Employment Program,"
and a , Inc. publication, "Implications of the
Workforce Investment Act (WIA) for Older Workers."
The National Association of State Units on Aging's
publication, "Assessing Workforce Development Systems:
Benchmarks for Mature and Older Workers."
This material is available from:
The U.S. Department of Labor
Employment and Training Administration
Division of Older Worker Programs
200 Constitution Avenue, N.W.
Washington, D.C. 20210.
REFERENCES
Administration on Aging. Profile of Older Americans: 1997.
Washington, DC, 1997.
American Association of Retired Persons. Valuing Older Workers:
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American Association of Retired Persons. Business and Older
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American Association of Retired Persons. Workers Over 50: Old
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Belbin, E.and Belbin, M. Problems in Adult Retraining. London:
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Henig, R.M. The Myth of Senility. Glenview, IL: Scott, Foresman
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Lester, B. A Practitioner's Guide for Training Older Workers.
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National Association of State Units on Aging. Assessing
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Nightingale, D.S. Implications and Opportunities in the
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Plett, P.C. and Lester, B.T. Training for Older People: A
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Poulos, S. and Nightingale, D.S. The Aging Baby Boom:
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1. 1."Economically disadvantaged" is used as it is defined for JTPA
purposes. Under JTPA, it is defined as receiving or in a family
receiving cash welfare, receiving food stamps and/or in a family
that has income in the prior six months that was below the official
poverty level or below 70% of the DOL-established lower-living
standard level.
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