New age thinking: how older workers can benefit business and the economy

A recent item on BBC Radio 4’s Today programme generated an unusually high number of responses from listeners. A man who had lost his job in the financial services sector at the age of 57 described his difficulty in trying to find work. Having submitted hundreds of job applications – mostly without response – the man had decided to retire at the age of 62. Although he is still healthy and open to offers of work, his view is that employers see him as ‘too old and too expensive.’

Large numbers of radio listeners responded, many of them echoing the man’s experience of trying to find work later in life. The programme followed this up, airing the views of an older woman who suggested that employers were not only being ageist, but also sexist when recruiting.

An ageing workforce: challenges and opportunities

The issue of older workers is important for a number of reasons. In most developed countries people are living longer, and in many cases they want to continue working long after what was once thought of as the natural age of retirement.

An ageing workforce and fewer school leavers presents problems for the world’s economies. An international survey by the Manpower Group has found that the percentage of organisations struggling to fill vacancies rose from 36% in 2014 to 75% in 2024.

Many older people are fit and healthy enough to continue working. But even though age is a protected characteristic under the Equality Act, too many employers are discriminating against older workers.

A 2018 report by the Centre for Ageing Better (CAB) found that age is the least scrutinised and most widely accepted form of discrimination in the UK. A more recent CAB survey reported that more than a third of 50-70 year-olds felt that at every stage of the recruiting process they were at a disadvantage when applying for jobs due to their age.

Challenging the misconceptions

Few employers will openly admit to discriminating against older people, but a 2018 survey by Human Resource magazine did find some evidence of ageism. The article also challenged five common misconceptions held by employers about workers over the age of fifty:

They can’t learn new things:  when it comes to learning something new, there is no age limit; every day, older workers demonstrate that they can adapt well to changes in working practices.

They are less productive: the evidence shows that older workers are just as productive as their younger colleagues.

They take more time off sick: while some surveys do suggest that some older workers are living with long-term conditions, most are managing these, and still able to work effectively.

They will retire and leave the organisation: after the Covid-19 pandemic, a greater-than-usual number of older workers took early retirement. But the cost-of-living crisis has prompted increasing numbers of people to rethink their plans. Many have now returned to the labour market, either out of financial necessity, or because they’ve realised that working is good for their wellbeing and gives them a sense of purpose.

They are overqualified: certainly, older workers have a wealth of experience and skills, but many are now looking for greater flexibility because they want to pursue personal interests, engage in voluntary work, or because of a need to balance work and care. Rather than leaving the labour market altogether, they may be interested in working part-time.

Good practice: age-friendly employment in action

More than 200 public and private sector organisations have signed up to the Centre for Ageing Better’s Age-friendly Employer Pledge, which recognises the value and importance of older workers. The signatories represent a wide range of activities, including Natural England, the National Trust for Scotland and the Greater London Authority, as well as EY, Aviva and Imperial London Hotels.

The CAB’s website features case studies showing how employers are rising to the challenge of becoming age-friendly employers, and the benefits they are experiencing. Examples include:

  • Social care provider Home Instead Senior Care actively targets older workers approaching or shortly after retirement.
  • Aviva appointed a Recruitment Champion for older workers internally and incentivised their older employees to act as ambassadors to help recruit other older workers.
  • Barclays Bolder Apprenticeship programme targets a pool of recruits older than traditional apprentices – including those who have retired early and faced redundancy.
  • Domestic and General Group’s multi-generational teams in their call centres reduced turnover and absenteeism and improved customer service by better matching the age profiles of employees with service users.

Next steps: what can employers do?

There is no shortage of advice for employers who want to reap the benefits of recruiting and retaining older people. From creating more inclusive job advertisements to talking about flexible working at interview stage, there are some key steps that can help employers become more age-friendly.

A recent issue of Harvard Business Review also made some suggestions to employers who want to adapt to ‘the new age of ageing’:

  • preserve experience through phased retirement and new skills training;
  • replenish experience by rehiring retirees and updating skills;
  • share experience through mentoring and instructor roles;
  • offer flexibility through schedules, locations and benefits; and
  • leverage age diversity through multigenerational teams and diversity, equality and inclusion programmes.

Flexible working is an important way of attracting and retaining older workers. This was underlined in a recent report supported by a number of organisations, including CIPD, British Chambers of Commerce and Business in the Community, which made recommendations for government and business on enhancing flexible working provisions for people over fifty.

Final thoughts

There is no escaping the demographic realities of the new employment landscape. The myths surrounding older workers may persist, but more and more employers are discovering the benefits of a diverse workforce that includes people from a variety of age groups.

Older workers are productive and versatile, with the skills, knowledge, experience and emotional intelligence that employers and colleagues value in a variety of workplace situations.

Which is why it’s time for some new age thinking.

Photo by Ravi Patel on Unsplash


Further reading: more on the changing workplace from The Knowledge Exchange blog

How to support transgender pupils

Elementary school students raising hands. View from behind.

by Stacey Dingwall

Last week, Brighton College, a co-educational independent college, announced that it is to stop making a distinction between boys’ and girls’ uniforms. The announcement was made in order to support transgender or dysphoric (a condition where someone feels there is a mismatch between their biological sex and gender identity, and which is unrelated to sexual orientation) students, by allowing them to choose between wearing a blazer, tie and trousers or skirt and jacket. The school stated that the decision was taken in reaction to “a changing society which recognises that some children have gender dysphoria and do not wish to lose their emotional gender identities at school”.

The school, which is the first in Britain to make such a move, has been praised for its decision by parents, and claims to have received messages from other schools who are considering following their lead. While the school’s announcement has been widely covered by the press as a landmark decision, it was interesting to note that the reaction from the students themselves has been more muted. Speaking to The Independent, one 17 year old pupil suggested that it hadn’t really been seen as a “big deal” among students, who she views as a more “open-minded generation”. A difference in attitudes between generational groups was also evident in the results of a 2015 Huffington Post/YouGov poll of 1,000 American adults: 54% of respondents aged 18-29 believed parents should allow their children to identify as a different gender than the one they were assigned at birth, a statement that only 29% in the 65+ age group agreed with.

Unfortunately, recent research indicates that there is still some way to go in providing effective support for transgender people, including in schools. When taking evidence for their recently published report on transgender equality in the UK, the House of Commons Women and Equalities Committee heard that transgender, and gender-variant, pupils and their families face particular challenges at school, in terms of:

  • recording a change of name and gender
  • bullying
  • inclusion in sport
  • access to toilets.

The Equality and Human Rights Commission (EHRC) also highlighted research which indicates that 91% of boys and 66% of girls who identify as transgender have experienced bullying or harassment at school. This is higher than the levels of discrimination experienced by lesbian and gay students, and can lead to transgender pupils experiencing mental health problems and dropping out of education early.

The evidence submitted to the Committee’s inquiry suggests that the example of Brighton College is very much the exception, with the support for transgender pupils in schools across England reported to be ‘uneven’. Susie Green of Mermaids, an organisation which provides family and individual support for teenagers and children with gender identity issues, suggested that some schools were adopting a “victim mentality”, seeing the transgender student as the problem and wanting to “get rid” of, rather than accommodating, them and addressing the wider issues.

Several witnesses argued that schools should provide better support as part of their Personal, Social and Health Education (PSHE) curriculum. It was noted however, that PSHE is not currently statutory, although the Commons Education, Health, Home Affairs and Business committees argue that this should be changed. The Secretary of State for Education, Nicky Morgan, contributed her view that just because something is statutory, “[does not mean] it is going to be taught well.”

While political wrangling over the issue continues, the most important thing to ensure is that pupils are being supported as effectively as possible. Concluding their report, the Commons Women and Equalities Committee stated that more needs to be done in order that young people and their families get sufficient support at school, and that schools must ensure they are compliant with their legal obligations towards pupils across all protected characteristics, including that which relates to transgender people, and especially gender-variant young people. The Committee recommended that the government should consider the inclusion of training on these protected characteristics in its review of initial teacher training, and that trans issues (and gender issues generally) should be taught as part of PSHE.

On a practical level, writing in the Guardian, teacher Allie George suggested several ways in which classrooms can be made a safe and inclusive space for transgender pupils:

  • Creating a safe environment whether teachers are aware of transgender pupils in their school or not. This allows pupils who may be questioning their gender identity the space to do so
  • Have a seating plan that reflects pupils’ ability or current/target grades, as opposed to a boy-girl plan
  • Recognise transphobic behaviour and address it, educating pupils why this is unacceptable
  • Respect a transgender pupil’s choice of name
  • Provide safe spaces for transgender pupils, particularly in terms of bathroom access.

 

If you liked this blog post, you might also want to read our previous posts on equalities and diversity issues.

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