Working Paper Number 3
Sustaining the employability of older workers in the hospitality sector: working
with experience
Dr Roy Canning
Stirling Institute of Education, Scotland
Introduction
The research explored the learning strategies of older workers with a view to identifying how
government, industry bodies and employers might improve the ‘cultures of learning’ within
enterprises. The study was carried out as part of the ‘sustaining the employability of older
workers in the hospitality sector: personal learning strategies and cultures of learning (RES000-22-2506). It covers the period 2008-2010 and focuses on six case studies, three in
hospitality and three visitor attraction centres. The conceptual framework of the research is
based upon the simple yet important notion of experience and how this is enacted within the
daily working lives of older employees. The paper will begin by describing the research
methods used in the design of the study. A review will then locate the research within a cross
disciplinary literature that explores the nature of the phenomenon of experience, with
particular reference to the work of Walter Benjamin. An analysis of the empirical data will then
be given linked to the conceptual framework using a case study approach. Finally, the
findings from the study will identify a number of emerging themes that will be used to
recommend how organisations may support older workers’ learning within the sector.
Overview and Methodology
The overall aim of the research was to investigate the learning strategies used by a sample of
older workers in the hospitality and visitor attraction industry within Scotland. This also
involved identifying the ‘cultures of learning’ of the organisations included in the study with a
view to recommending improvements to work based learning practices. The research
included both quantitative and qualitative methods and was structured into three distinct
phases:



consolidation of the existing literature on the notion of experience with particular
reference to older workers
the use of cross-sectional case studies
recommendations to employer groups from the hospitality industry on how to support
the learning of older workers
There were six case study organisations and one pilot study. The case studies involved
undertaking 30 interviews with older workers, line managers and Human Resource Managers
from across the participating organisations. The companies represented in the study covered
large international hotels, family owned leisure groups, outdoor tourist attractions and
historical visitor centres. All were commercially owned organisations. The case studies are
not intended to be representative of the sector but rather to offer a more fine grained and
complex insight into the issues involved and to provide a basis for developing good practice
for other enterprises in the industry. We have at the outset aimed to include multiple voices
and perspectives within the research rather than adopt a self reporting or reflective account of
events.
‘Older workers’ in this context means primarily those who have retired from their main careers
and are now employed in a different role in the hospitality industry, such as hotel concierges
and visitor attraction guides, although some longstanding employees who have remained in
employment after retirement age are also included. The ages of the older workers included in
the research ranged from 50 (the UK government threshold to becoming an ‘older worker’) to
80+.
1
Concept of experience
One of the defining characteristics of older workers is their accumulated lived experiences.
This may sound rather obvious and banal, but nonetheless makes an interesting contrast with
youth, ‘for experience is the fruit of years’. In Latin experientia was denoted by ‘trial, proof, or
experiment’. This also embraced the notion of expereri (to try) which has the root of ‘danger’.
As Jay points out:
There is a covert association between experience and peril, which
suggests that it comes from having survived risks and learned
something from the encounter (ex meaning a coming forth from).
Jay, 2005, page 10
The Greek word for experience is empeiria, which suggests an unmediated encounter with
the empirical and is often contrasted with the more privileged concepts of the theoretical and
contemplative. Here experience is more closely associated with the notion of practice and
thus the abilities of ‘to make’ and ‘to do’, a practical knowledge that requires both techni and
phronesis.
One of the more intriguing definitions of the word ‘experience’ is to be found in the German
language. The terms Erlebnis and Erfahrung both denote experience, but have totally
different interpretations of the word. Erlebnis ‘contains within it the root of life and is
sometimes translated as lived experience’. This is often recognised as an immediate, prereflective and untheorised practice. In contrast, Erfahrung has been associated with the
senses and with reason. However, this is an ‘elongated notion of experience based on a
learning process’ that suggests a journey or adventure. An experience that is both collective
and cumulative and links to memory and a sense of what has gone before.
The older worker clearly has gathered these fruits of experience (Luppi, 2009). That is the
ability to learn and evolve and to ‘come forth’ through practice. This of course does not always
necessarily embrace the Aristotelian notion of practical wisdom. Experience can also bring
forward the years of ‘compromise, impoverishment of ideas, and lack of energy’. As a young
Benjamin claimed, experience can be a ‘mask of the adult that is expressionless,
impenetrable and ever the same’. However, we are reminded by Augustine in the tenth book
of the Confessions (Chadwick, 1998) that the coming of age brings with it ‘the fields and vast
palaces’ of the memoria. The ‘present of things past’ where ‘I meet myself and recall what I
am, what I have done, and when and where and how I was affected when I did it’. Experience
thus brings memories and the possibilities of learning through the association of past events
with the trial and errors of practice.
The research will use a broad definition of experience that encompasses the notions of
Erlebnis (lived experience) and Erfahrung (collective and historical experience). In doing so it
will avoid the gratuitous labelling of experience into disparate and sub-divided categories,
particularly those giving primacy to the rational and empirical. This broader concept of
experience is inseparable from the idea of the experiment and what is taking shape and
coming into being. For the older worker this experience is often a memory in duration (over
fullness of experience present) while simultaneously remaining open to the future (experience
as experiment).
The implications for our study of this evolving notion of experience are both varied and
complex. For instance, the focus of enquiry will be on multiple actors, the situatedness of
practice and the wider context of organisational change. This will involve understanding the
significance attached to events that are identified by older workers, exploring the perceptions
of others and searching for collective meanings (Billet and Van Woerkam, 2008). However
these situated contexts will be treated as discursive and contested sites of disclosure. We will
thus be searching for multiple interpretations of events that may be both confirming and
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contradictory in nature and will, admittedly, paint a much more complicated picture than
simple reflections on past experiences may suggest.
A second assumption will be made, that the practitioner’s experience does not require any
‘theory-in-use’ or reflexive self-critical insight to signify meaning. No ‘virtual reality’ or ‘second
theatre’ of the mind. An experience that is incommensurate with theory yet embodies within
itself understandings that are integral to practice. As Dewey points out:
Experience carries principles of connection and organisation
within itself. These principles are none the worse because they
are vital and practical rather that epistemological…..Its
activity has reference to its surroundings and to what goes
before and what comes after. (Dewey, 1916)
There is no presumption here that grand theory or theories-in-use transcend and legitimate
practice. No ‘bracketing’ of experience and no ascent to the universal (Woodruff, 2007).
Instead, a practice that as Adorno points out, ‘invests experience with as much substance as
traditional theory does mere categories’. Indeed, an imminent, contingent and situated
practice that is guided by ‘rules of thumb’ and ‘assumed definitions, distinctions, criteria of
evidence and measures of adequacy’ (Fish, 1989). The underlying notion is that practical
knowledge can be given only ‘roughly and in outline’ (Dunne, 1993) and that we can only ‘hint
at what is true’. We will, therefore, assume that experience will hold within itself the substance
of practice.
The study will also avoid the use of reflective practice methodologies (Canning, 2008).
Instead, we will assume that experience is not self-elucidating and that we will not arrive at an
understanding of experience by reflecting upon experience. Here reflection’s claim to ‘exist in
a realm wholly independent of the realms that are the objects of its severe and searching
action’, we belief, cannot be justified (Fish, 1989, p448). As Ryle (2000) suggests, the idea of
reflection relies upon the ‘endlessness of an implied regress’. In the research we will simply
focus our attention on the concept of experience, both the immediate experience of the
individual and their historical and collective experience of past events.
The conceptual framework used to underpin the design of the interview questionnaire for the
semi-structured interviews was based upon this expanded notion of experience. This
identified the following key elements for investigation: using accumulated experiences as a
basis for problem solving; relationship building with particular reference to customers; skill
acquisition and utilization; identity and boundary negotiations; learning strategies and cultures
of learning.
Case Studies
The case studies were not selected to be representative but rather as interesting examples of
people and organisations that could provide more in-depth insights into how older workers’
organised their learning through work-based activities. It was important here not to rely on self
report mechanisms but rather to have multiple perspectives of the issues that were of interest
to us within the research. With this in mind the data will be explored through identifying issues
and offering different perspectives on these from the point of view of the older worker,
manager and Human Resources Manager. The number of interviewees by each organisation
is given in Table 1 and 2. The identities of the organisations and the individuals involved have
been kept confidential.
Table 1 Hotels
3
Hotels
Large
International
chain (city centre)
Family based leisure
complex
Large
International
chain (Highlands)
Older
Interviews
3
Workers
Managers Interviews
2
Human
Resources
Managers Interviews
1
1
2
1
3
2
1
The first case study is a family owned hotel and leisure company. It is a large employer in the
area and caters for both UK and overseas visitors. The interviewees were known to each
other and two in particular had a direct line management connection. What were offered
therefore were multiple perspectives of events that were both the unique experiences of
individuals and also the common experiences of fellow workers. At the outset the older
workers interviewed challenged our stereotypes of age. In particular the HR and IT
administrator brought with him extensive experience of computers and finance systems. This
was not acquired from prior professional or technical roles but from what had been learned
on-the-job. This was a very practical set of skills that could be used in a very pragmatic
problem solving way. The older worker also offered flexibility of work patterns and a more
relaxed approach to work that reflected his lifestyle choices and his post-retirement income
level. The organisation, rather interestingly, offered in turn a less pressurized environment,
interesting work and constant social interaction. In terms of learning approaches older
workers in this case study tended to learn on-the-job and through and with other people. This
of course meant bringing their experience to problems and making judgements based upon
the similarities and differences from past events. What they did not offer was a blank canvas
or a tabula rasa of the mind. As one older worker expressed it:
By the time you get to my age you are what you are and you know to some
extent you are not as malleable as you have been in the past
However, this sense of solidity is also matched with an ability to ‘think outside the box’:
Younger people don’t at times put enough thought into solving something…older
people like myself tend to look outside the box and solve the problem….I
know I learn slowly but I need time to digest everything
The manager of the older workers acknowledged their experience and valued it enormously.
Particularly the IT experience and the ability to communicate with a younger and international
labour force. The manager did not assume a ‘one size fits all’ approach to the supervision of
people. Rather she recognised that different people offered different things to the organisation
and that over time this mix would change depending on age and experience. For instance, the
very physicality of working in housekeeping duties over a long period of time can become
very demanding. Nonetheless, it was this ‘trade-off’ of abilities at an individual level that was
pronounced and reflected the actual day to day practices of management rather than the
uniform identities promulgated by corporate performance culture.
The second case study is a large hotel located in Edinburgh. It is part of an international
group with a distinctive and popular brand. We were able to conduct six interviews including
three with older workers, an HR manager and two line managers. The managers confirmed
that older workers were generally more reliable:
They are far more reliable..as in timekeeping issues ..and in not taking time off ill for
minor colds and sniffles..
Also the older workers tended to have a better work ethic and would be willing to stay on and
‘see a job through’ and be flexible with hours:
4
Some of the younger workers if they finish at 4.00 then they want away at
4.00….while K will work on and finish whatever he is currently doing whether that
takes him to 4.20 or 4.30..
They also considered older workers to be able to establish good working relationships and
more importantly for the sector excellent customer relationships:
He has a very goof attitude wi’ the guests..maybe due to coming from a nursing
home background…able to deal with older guests and those that maybe be ill…
The managers’ acknowledged that many older workers had strong values and held to them in
dealing with colleagues or customers:
Well that’s my philosophy.. treat everyone with respect and they will treat you as well
with respect..you need to trust people..
However, there were certain disadvantages with older workers. They were difficult to ‘shape’
like younger workers and were at times reluctant to adopt changes in work patterns or willing
to be ‘on call’ at night.
Much of the training at the hotel was standardised and centralized. A ‘one-size fits all’
approach to ensure common standards and an adherence to basic health and safety
requirements. Often these formal courses were dominated by younger employees. Many of
the older workers felt that their prior experience was not recognised in this formal training
environment and thought that a more ‘personalised learning approach’ would be more
appropriate. This could simply mean a more learner centred-approach to training or indeed a
willingness to work with a diverse range of employees in a more flexible way. In reality many
of the older workers preferred on-the-job learning and team-based learning approaches which
emphasised interactivity, personalization and informal learning.
The third and final hospitality case study is from a large international hotel located in the
Highlands and Islands. Interestingly, the hotel combines a strong corporate culture alongside
an equally strong local networked culture. The overseas employees can at any one time be
constituted from over 20 nationalities from around the world. While the local staff had very
close ties to the area and with the surrounding social groupings. This combination of global
and local networks provided an unexpected yet intriguing dimension to the research.
Like the other case studies the managers in the hotel valued highly the experience of older
workers:
I think in general they are more engaged...they’ve got more experience and ah
think in general most of them are happy to share that.
and
No ah think experience is very valuable…ehm tappin’ in on older people’s
experiences and what they’ve done and how they can help us to things.
Again the managers mentioned the reliability of older workers and that ‘you could depend
upon them to set standards and work towards them’. They also acknowledge the important
role older workers played in supporting younger employees even to the extent of providing a
‘family environment’ within their work surroundings. This often extended to social activities
and the use of informal networks and support groups. So within a global corporate culture
there existed other ‘local and informal spaces’ of learning and kindred ship. In such small
communities reputation counted and ‘having a pride in your job was noticed’.
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Table 2 Visitor Attractions
Visitor Attraction
Historical site
Outdoor attraction
Small visitor cruise
attraction
Older
Interviews
3
2
3
Workers
Managers Interviews
3
1
1
Human
Resources
Managers Interviews
1
1
N/A
The visitor attractions are very different types of organisations from the hotels. Mostly are
privately owned and feel much more like ‘family’ organisations with strong local identities and
staff that have been with the companies for some considerable time. The first case study is an
historical site that is a medium sized business with an international reputation. The older
workers are highly prized by the staff as they value their customer skills, flexibility and loyalty
to the organisation:
Older people are inclined to work through dislikes and find something positive out of
it…they are also very reliable...they don’t let you down…they will also
vary
their
hours to help out..
The customer service was considered to be excellent in the organisation. One particular older
worker had an international reputation with visitors having knowledge of her before their
arrival at the attraction. It was not always the case that customers were easy to handle,
nevertheless, in the case of young children, the older workers seemed better at maintaining
standards while ensuring the youngsters enjoyed their visit. All the staff talked about the
friendly image of the attraction. In fact they declared that ‘we’re like a close knit family’. This
seemed very important even in the area of training and development were they would go off
together as a group to visit other attractions in order to improve their organisation. Indeed
much of the learning was self-directed and team-based. The role of informal mentoring was
also important particularly with the guides who learned through ‘watching and listening’ while
working with other tour members.
The second visitor attraction case study is an outdoor centre in the Highlands. It again has a
strong ‘family’ culture and locality plays an important part in shaping the pattern of work and
the roles undertaken by older workers. People work at the centre because they want to be
there, enjoy working with customers and are committed to an outdoor and environmental style
of life. The managers of the attraction valued the reliability, work ethic and customer skills of
the older workers. With these in mind the centre would tend to ‘fit the job’ to the worker rather
than ‘fit the worker to the job’:
He has not stayed on as an electrician but now works in the control room as an
operator on the train…someone like P who retired from the accounts team
really wanted to stay on so….of course a job came up…
There was a culture here of ‘hanging on to people’ if they had the skills that were needed.
This meant recruiting the right people ‘with the right personality’ at the beginning of the
employment process and then helping them develop into a range of roles. Flexibility across
work roles was paramount and was encouraged across the whole of the organisation. The
issue here was often skill utilization rather than skill acquisition. Again much of the training for
the older workers was highly personalised and team-based.
The final case study is another historical site based in the outdoors. This again is a ‘family’
type organisation employing many older workers who are retired from other jobs with a basic
pension. There is a strong local connection with an emphasis on historical knowledge that is
tailored to visitor groups based on family relationships. The training of staff is also undertaken
on an informal basis and involves team visits to other attractions:
We describe it as a learning journey….we all went
Coast…then over to Edinburgh to visit a number of attractions.
down
the
West
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The centre also used an informal ‘budding’ and mentoring system for new employees. Much
of this development work was undertaken by the older workers. The entire culture of the
organisation was older worker friendly and drew no distinction at all between new and older
workers. Indeed, the manager interviewed at the attraction saw no particular difficulties
related to the age of employees. This, in fact, was a feature of all the interviews with very few
examples being offered of tensions between younger managers and older workers.
Discussion and Conclusion
To set the context for the discussion, it is important to recognise that there is no normative
description of older workers. Indeed, as researchers we need to pay attention to the sheer
diversity found in the older population (Chen et al, 2008, Ferrier et al, 2008 and Narushima,
2008). However, the case study examples would suggest that older workers can indeed make
‘a good fit’ with the hospitality and visitor attraction industry. The traditional disadvantages of
working in the hospitality and tourism sector such as low wage levels, unsocial hours,
repetitive work and seasonal employment may not be entirely negative issues for the older
worker. Often these can be compensated for by a more flexible lifestyle and alternative
sources of finance and social contacts (Kump and Krasove, 2007, McNair, 2008 and Novotny,
2006).
It is important also to recognize that enterprises in the hotel and visitor attraction industry are
very different from each other. The goodness of fit between an enterprise’s skill needs and
what older workers bring with them, and the ways the latter develop their employability onthe-job, depend critically on the specific organisational structure, business process, customer
base, location, profitability and management style in the individual enterprise. In saying this
however it was recognised that a key dimension of the experience of the older workers in the
study was their recognition of the importance of otherness. This inter-subjectivity was
noteworthy, whether in connection with co-workers, managers or customers. Indeed, ‘care for
others’ was an ongoing aspect of their contribution to the organisational life of the
participating companies, one that is often under-acknowledged in formal training in the
industry and in job descriptions, but vital for the quality of customer service.
The older workers in the case studies had a clear and grounded sense of their identity and
what they valued and saw as important in life. Although income was an important motivation,
most were also motivated by a need to get out of the house and interact with others (both
customers and colleagues), by enthusiasm for the particular enterprise (visitor attractions
especially, but also hotels) and also by a deep-rooted desire to be needed and valued (both
as colleagues and as the bringers of relevant skills). There was no need (nor indeed much
opportunity) to shape occupational identity here; no malleable quality that would respond to
corporate cultural change. The older workers had already decided what core values were
important to them and how these could be manifested through quality work relationships.
They were known to be reliable workers who turned up on time and would ‘stay as long as it
took to do the job’. They were also ‘off work’ less with minor ailments. The managers
repeatedly remarked upon the older workers’ sense of ‘work ethic’ and the consequent high
standards they imposed upon themselves and their fellow workers.
As we have already pointed out, there is a kind of experience (Erfahrung) that seeks at the
eternal sameness. For the older worker, this may mean being less ambitious in climbing the
organisational career ladder. For settling for what is and consequently enjoying the benefits of
a less pressurised existence. Here a better balance may be sought between life and work
thus creating more time and space for social and family relations. Although, for many, there
will always be a financial prerogative for work, this will eventually be balanced against the
perceived level of disruption to health and family life. Although there is a yearning for
sameness, this did not necessarily mean that the older worker in the study become less
adaptable to organisational change. Indeed, they tended to flourish within a less hierarchical
structure that demanded both more team work and personal autonomy. However, some of the
older workers did point out that they were at times less amenable to the vagaries of shift work
or being ‘on call’ as family and health issues began to dominate their private lives.
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Learning is often conceived of as a process of relentless acquisition rather than the utilization
of existing skills. A preference for the new and unfamiliar that has to be personally consumed
and internalised. For technical competence this may indeed be the case. For instance,
learning about new IT software applications or a new technical procedure for dealing with
health and safety issues. Often this type of training needs to be highly formalised and
organised centrally. However, the majority of day to day learning that occurs in organisations
is often more informal and haphazard (and rightly so). This reflects the unpredictable and
unplanned nature of work, the spontaneous events and the way we respond to the
ordinariness of the every day. Here learning is not acquired through assimilation but rather
‘brought forth’ through responding to, or being responsive towards others. This is an ability to
make ‘reflective judgements’ that cannot be taught or acquired through training in how to ‘be
in the world’. As Biesta (2006) claims this is about ‘showing who you are and where you
stand’. It is a relational aspect of learning that requires collective competence (Boreham, 2004
and Hager and Johnsson, 2009) within a social context. This understanding of learning as a
social practice is especially relevant for older workers, who can possess vast reservoirs of
previous experience that can be used within the workplace. This perspective also has
profound implications for the training of older workers. The ‘revolving door’ approach to
training used in a number of the participating organisations (where every employee attends a
standard training session in order to comply with basic legislative requirements or employer
policy) may not be appropriate to the more experienced worker, who requires a much more
individualised approach to learning, negotiated and co-constructed through recognition of his
or her prior experience and potential to contribute.
The cultures of learning established as ‘best practice’ in some of the case study organisations
were attractive to, and indeed highly effective for, their older workers. This involved building
collegial relationships within work teams and listening to the older workers’ views before
making management decisions. As a sense of ‘family’ and personal service was important to
the older workers, as was the social interface with fellow workers and customers, they
responded by making their prior knowledge and skills available to the organisation, and by
addressing enthusiastically and with initiative the challenge of providing high quality customer
service. Those interviewed were also willing to be more flexible in terms of work patterns and
to set less rigid boundaries between different types of work processes. This last characteristic
was especially important in the small-medium sized organisations and those that were less
dependent on specialists and more reliant upon the generalist who ‘would put their hand to
most jobs’.
Returning to the notion of experience it is apparent that a more holistic understanding of the
concept is needed that includes the moral, aesthetic, cognitive and social aspects of
experience. Indeed, this is what Benjamin argued for in an ‘expanded concept of experience’,
which would discover ‘tradition within the present day’ and reveal the ‘half-concealed,
variegated traces of the daily life of the collective’. Here experience is ‘welcomed into the
present’ and ‘the moment from the past comes alive as never before’, waiting to be
‘actualized’. Indeed, the ‘now’ is itself experienced as performed in the ‘then’, as its distillation.
For the older worker in our research study this experience was often a memory in duration
(over fullness of experience present) while simultaneously remaining open to the future
(experience as experiment). Or as Benjamin has aptly described it:
There is a kind of experience (Erlebnis) that craves the unique, the
sensational and another kind (Erfahrung) that seeks at the eternal
sameness (Bullock and Jennings, 1996)
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