Informal Learning and the Older Professional Worker: Learning Practices, Challenges and Supports (2010)

This document outlines a study designed to examine the informal learning practices of older professional workers, defined as those aged 50 and older.

Using interviews and a questionnaire, researchers focused specifically on Certified Management Accountants (CMAs), who are required to update their education continually, and who increasingly tend to work past the age of 65.

The authors found that the way CMA professionals engage in learning, and what they are learning, is affected by their workplace, and by where they are in their career path. Other issues identified include mobility, age-related discrimination, and identity as a CMA.

They suggest ways to support learning within a multi-generational work community, including providing opportunities for mature CMAs to mentor younger ones; creating opportunities online for mature workers to facilitate or moderate discussions; coordinating learning events and opportunities with other stakeholders in the CMA learning circle; and cultivating a community of practice in which experienced workers could play a lead role.

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2013-07-24
APA citation
Terrie Lynn Thompson, Tara Fenwick and Tara Gibb. Informal Learning and the Older Professional Worker: Learning Practices, Challenges and Supports 2010. Web. 12 Apr. 2021 <http://en.copian.ca/library/learning/ccl/informal_learn/informal_learn.pdf>
Terrie Lynn Thompson, Tara Fenwick & Tara Gibb (2010). Informal Learning and the Older Professional Worker: Learning Practices, Challenges and Supports. Retrieved April 12, 2021, from http://en.copian.ca/library/learning/ccl/informal_learn/informal_learn.pdf
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