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Working and ageing
170 Guidance and counselling for mature learners

Other approaches to career development emphasise the importance of
personal agency and the integrative process model explains mechanisms
through which intrinsic motivation can influence career self-management and
subsequent career success (Quigley and Tymon, 2006). One other relevant
concept is career-related continuous learning (CRCL). A key assumption here
is that individual and organisational learning are intertwined. Individuals learn
as members of organisations, pursue their own interests and expect a
personal benefit from engaging in learning activities. The concept of CRCL
relates to a process of individual, self-initiated, discretionary, planned and
proactive pattern of activities sustained over time for career development
(London and Smither, 1999; Rowold and Schilling, 2006). This approach aligns
with a challenge identified in the Key competences for a changing world of
ʻimplementing lifelong learning through formal, non-formal and informal
learning and increasing mobilityʼ (European Commission, 2009, p. 3), by
drawing attention to just how these different types of learning interact across
the life course and how they may ease mobility in the labour market.

9.2. Findings from the 10 country European study

9.2.1. Older workersʼ changing patterns of guidance,
learning and careers
The major comparative study of changing patterns of work-related learning
and career development in Europe, the focus of this chapter, includes 1 148
respondents, of whom 902 gave details of their age, with 296 people
identifiable as 46 or over (Table 9.1). The older workers in the 10 countries
surveyed were mostly nationals, but some worked in other countries and 17
had dual or other nationalities. The older workers were mainly in permanent
employment (224), although 72 had one or more of the following statuses: 20
part-time employed, 10 full-time temporary; 3 part-time temporary; 34 self-
employed; 4 in full-time education; 6 unemployed and seeking work; 2 out of
workforce and not seeking employment; 5 semi-retired and 6 engaged in
voluntary or charity work. Most of the sample were in (highly) skilled
employment, but they had a wide range of formal qualifications, so the most
striking results were the breadth and depth of forms of learning and
development in which they had engaged relevant to their work (Table 9.2).
Their initial skills and knowledge base has been developed in several ways,
including through self-directed learning, formal training and learning from
others, while the challenges inherent in their work are acting as a driver of