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Increasing the value of age: guidance in employers’ age management strategies







                     life  and  work  paths  (before  and  after  they  enter  the  labour  market)  (Cedefop,
                     2005; 2008c).
                         Age management covers the various dimensions by which human resources
                     are managed within organisations with an explicit focus on ageing and the overall
                     management  of  the  ageing  workforce  via  public  policy  or  collective  bargaining
                     (Walker and Eurofound, 1997).
                         Eurofound  (2006)  identified  eight  dimensions  of  age  management,  which
                     can be seen as different approaches to reaching the goals of the (overall) age
                     management strategy:
                                         7
                     (a)  job recruitment ( );
                                                      8
                     (b)  training and lifelong learning ( );
                     (c)  career development;
                                                        9
                     (d)  flexible working time practices ( );
                                                                                10
                     (e)  health protection and promotion, and workplace design ( );
                     (f)  redeployment;
                                                                         11
                     (g)  employment exit and the transition to retirement ( );
                                                      12
                     (h)  comprehensive approaches ( ).
                         These  eight  dimensions  do  not  only  reflect  purely  functional  aspects  of
                     activities, such as the matching of knowledge and skills to tasks, and recruitment
                     procedures.  They  also  impinge  on  development  issues  related  to  work-home
                     balance, transmission of knowledge, and motivation.
                         Guidance, while incorporating models which match talents to jobs (Parsons,
                     1909;  Williamson,  1939;  Holland  1973,  1985),  within  a  static  and  limited
                     understanding  of  the  individuals,  also  incorporates  a  holistic  approach  that
                     reflects lifelong career paths. This approach clearly considers the  various roles
                     an individual plays all through his/her life and the change in their importance and
                     meaning for the person as he/she becomes older (e.g. Super, 1980; 1990).
                         The  first  type  of  approach  tends  to  privilege  the  use  of  testing  as  a
                     preferential  tool  to  assess  skills,  values  or  other  characteristics,  attempting  to
                     create informed correspondence with tasks and occupations. The second tends
                     to privilege the promotion of reflexivity, frequently through face-to-face methods,


                      7
                     ( )  Walker and Eurofound, 1997, p. 3.
                      8
                     ( )  Walker and Eurofound, 1997, p. 4.
                      9
                     ( )  Walker and Eurofound, 1997, p. 5; Naegele and Walker, 2000, p. 8.
                      10
                     ( )  Naegele and Walker, 2000, p. 8.
                      11
                     ( )  Naegele and Walker, 2000, p. 10.
                      12
                     ( )  Walker and Eurofound, 1997, p. 11.









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