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Senior Synergy: Re-careering Older Adults to Serve Society

By Jim Craiglow

We've heard from demographers, data analysts, researchers, and the media for years about the impending explosion of the 55-and-older population and the emerging "boomer nation." Yet public policy has been painfully slow to respond. Aside from growing concerns about Social Security's long-term viability and escalating Medicare and Medicaid costs, other needs of older adults—as well as their potential contributions to our society—are still garnering scant attention from policy makers and thought leaders. In particular, little notice is paid to a vision for lifelong learning in the lives of older adults.

One rising concern is the need to reintegrate into the workplace those adults who expect to work long after age 65. Some will want to remain active in the workplace but will likely seek employment that reduces physical demands and offers policies that honor, at least partially, the expectations of traditional retirement. We also know that many in the boomer population (and the preceding "war babies") have a social history that emphasizes idealism and altruism—a history that speaks to their desire to improve their communities.

At the same time, fields such as health care, teaching, and social services are often cited as areas of interest for an evolving "new" workforce—if we establish the right conditions. We also know that most public school systems face financial pressures, that additional adult classroom support is needed, and that social service agencies are often forced to channel resources into fund raising, thus compromising direct service delivery. How could the 55-plus population be tapped to fill some of these gaps? The possibilities for synergy of older adults' knowledge and skills with the multiple needs of their communities are promising.

While older adults already possess valuable knowledge and skill sets, communities must consider multiple realities when re-engaging them. Volunteer opportunities and the historical preference for seniors, for example, must remain open and honored. Respectively, volunteerism cannot be equated with continued "re-directed" employment. Paid employment expands on personal commitment and assumes consistent hours, a fair wage or stipend, substantive educational training, and appropriate credentials. For its part, the higher education community should be the catalyst in retraining older adults for community-based employment. This means going beyond the valuable Elderhostel, travel, and "how-to" programs currently offered by colleges and universities to helping match elder ability with compensated community need.

Fortunately, many institutions already have the curricular constructs in place, including subject area courses and internships with schools and agencies. In addition, Campus Compact structures have established bridges with community organizations, and local government and businesses have a major stake in the future of their communities. All of the elements are there. However, higher education needs to work collaboratively with other sectors, such as community organizations, local government agencies, and businesses, to create limited mini-curricular experiences (key knowledge and skill bases for education, social services, gerontological work, and so forth), provide supervised internship experiences, and certify that the "graduate" is ready for employment, perhaps with a certificate. Further, public policy makers must understand the social imperatives and promote innovation. One way is through seed funding for pilot projects that can offset expenses to the partners and encourage collaboration.

Creating this new dimension of workforce reintegration may seem daunting. But engaging experienced and energetic older adults is a powerful response to real-world needs. To ignore this talent reservoir would be a loss of tragic proportions.

Jim Craiglow is president emeritus of Antioch University New England and chancellor emeritus of Antioch University.