When retirement was the expected next step in life after age 60, there was little impetus for learning and development, unless it was oriented toward bridge, golf, or other leisure pursuits. Today, boomers face a wide range of work and leisure opportunities extending 20–30 years into their future. To take advantage of these opportunities, boomers must continuously reassess their goals and keep their knowledge and skills current.

Educational resources have been traditionally concentrated on the young in order to prepare them for work and careers. Employers continue to focus training and other development programs to the needs of younger employees and new hires. The popular approach of rating and grouping talent as A, B, or C players has the effect of concentrating learning investments in the few and typically young professionals and managers who have a “bright future with the organization.”

Managers today still openly say that older persons are unable to learn or are not interested in learning. They say they are not adaptable or open to change. Boomers over age 50 or 55 are seen as lacking the capacity to develop the capabilities needed for new jobs or different kinds of work. They are seen to be in their final career stage before retirement—characterized by mastery and maintenance, or less kindly, decline and disengagement. Companies are reluctant to invest in training or developmental experiences for boomers because they have fewer years left to work than younger talent. Even in the face of a talent shortage, few employers are actively trying to retain and develop their boomer professionals and managers

It is a myth that adults have difficulty learning as they grow older. Research shows that the capacity to learn, adapt, and grow does not normally diminish. However, how adults learn effectively is somewhat different from how young people learn. Older persons are often more susceptible to distractions (relative to young persons who are often adept at multitasking and studying with music). Although absorption of information and reaction time may be slower for some persons, and memory may gradually diminish, active adults have no less capacity to learn, reason, embrace new ideas, and adapt their behaviors than younger persons.

The maturity of adults enables them to concentrate on the tasks of learning with a sense of seriousness and purpose. Their experience and knowledge gives them a strong basis for interpreting and applying new knowledge. And they are less likely to leave the organization (lower turnover). They are more likely to be learning because they want to, not because they have to.

Learning doesn’t stop at age 50 or 60. Professionals engage in personal growth and development activities throughout their lives. Boomers are particularly avid consumers of learning resources because they intend to stay active, engaged, and most likely employed for years after traditional retirement age. They are striving to remain competent, current, and valued.

Anyone who stops learning is old, whether at 20 or 80.
—Henry Ford

If you want to do meaningful work, as described in Chapter 5, “Choose Meaningful Activities,” you need to continually develop the necessary skills and knowledge. It is a jarring reality for many boomers to realize their professional skills and knowledge are becoming out of date. Technology specialists and engineers know that the pace of change in their fields is rapid; the half-life of knowledge can be only a few years. Physicians also know that they need to keep abreast of new treatment practices and medicines, but the pace of change is more gradual. In both cases, there are older professionals who continue to lead the way and others who fail to keep up. You may expect to be only half as competent to perform the jobs for which you were trained if you do not maintain or regain competence.

Anyone in a professional, technical, or managerial occupation needs to recognize the need to learn and grow in order to stay valuable to an employer or competitive in the labor market. The environment of professional work is one of rapid and uncertain change and more complexity in work. This is accelerated by rapid technology change, but is also driven by global competition, intense industry competition, and the pressures on management for steadily increasing productivity, innovation, and operational excellence.

While younger professionals may be more comfortable and knowledgeable about computer technology, boomers are typically very interested in learning technologies that they can use in their work. They express desire to become more comfortable with new technology applications that can reshape how work is done. They recognize that technology-enabled work processes are vital in jobs today, but also recognize that technology enhances the quality of life outside of work by enabling access to information, networks, and the potential of working at home. A significant example is the willingness of boomer-aged architects who adopt computer-assisted design to replace hand drawings. Another is physicians and other health care professionals who embrace automated patient medical records.

Karl, a management professor for 30 years, was asked to conduct a distance learning course through a teleconferencing network. He prepared new PowerPoint presentations for all the course modules, restructured discussion questions so that they would be suitable in the electronic medium, and adapted his approach so that it fit the medium. While apprehensive at first, he said the new approach was not difficult and that actually it was rather fun. On another occasion, he was asked to conduct a course in Argentina, and had his materials translated into Spanish, while also adapting the course materials to the culture. In these instances, he was learning new skills to adapt to new work opportunities.

Based on a seven-year study by the Center for Creative Leadership, Deal (2007) reported that learning and development are critically important goals for professionals across all generations. The top priorities were the same across generations: leadership, team building, communication, problem-solving, decision-making, and skill-based training specific to one’s field. Curiously, for boomers, computer training was in the top of their lists (clearly a realistic need to keep abreast of change), but was not the priority for younger generations (who grew up with changing technology). The study found that boomers were also interested in learning necessary skills through web-based training. This contradicts a commonly held assumption that younger people are the ones who want to learn online.

Boomers pursue learning for many personal reasons. The very experience of learning may be enough of a purpose. Learning is fun. It stretches your mind, which health science indicates keeps your brain active and agile.

Learning-oriented individuals are curious people who enjoy learning for learning’s sake. These lovers of learning have interest in a myriad of topics and run the gamut from avid readers to frequent museum goers.

Your aims may shift as your personal and professional needs change. While many believe that they are motivated to learn throughout their lives, reasons for learning actually change over time. As you grow older, your needs and desires to learn and grow shift based on your life course, health, and motivation. A national study by Cross indicated that approximately one out of three adult learners said personal satisfaction was the main reason for learning; another one in three said escape from boredom was an incentive for participation.

A common rationale for pursing personal growth and development is related to your life stage and a desire to learn more about changes and transitions. In later life, adults engage in learning and reflection so as to develop their self-awareness, consider options, and engage in new post-career, post-family pursuits. Life is about change, and life-long learning is all about preparing yourself for changes ahead, understanding your development preferences, and guiding your choices and actions. Many adults experience a series of “mini-cycles.” Each brings its own challenges and the opportunity to learn and grow.

Life events that happen to you or others are likely triggers for personal growth and development. Programs and learning opportunities abound that can not only help you navigate role changes more successfully but can also prepare you to manage life transitions more effectively. Life events are “teachable moments” that enable you to learn in order to help you adapt to change and continue your development.

In a classic study, Aslanian and Brickell found that 83% of adult learners could describe some past, present, or future change in their lives as the reason for learning. Of the survey respondents, 85% reported that factors such as job changes, promotion, retirement, and death of a loved one were motivating factors. In large part, participation in higher education is due to life transitions. Eighty-five percent of adults identified career transitions as motivating them to learn from among eight possible life transitions. This is not surprising because boomers’ lives are strongly identified with work and careers.

Empty nesters commonly turn to travel, college courses, or new pursuits, all of which entail learning. When their children left home for college, for example, Marilyn took two years of intensive Spanish at a local college, an objective she had long held in the back of her mind. Her husband already had some Spanish fluency, and so there was mutual interest. They wanted to increase their enjoyment of travel in Mexico. In fact, they participated in a special program whereby they lived with a family in Mexico for a month, speaking only in Spanish. They also felt that, living in San Diego with its large Hispanic population, this would be a greatly appreciated capability.

I am learning all the time. The tombstone will be my diploma.
—Eartha Kitt

As you get older, you may feel that it is important to produce something that will outlive you. This need for generativity is particularly relevant for boomers, a generation that has long had a sense of social purpose and contribution. This legacy could be your work, your children, or a specific contribution to the community or society. Gaining the capacity to produce or generate something that lives on and demonstrates you genuinely care about the welfare of future generations is often what prompts older adults to adopt nurturing behaviors at work and coach others.

In this light, you may want to invest time and energy to help others learn and grow. If you are a parent of teenagers, this is a major role and often a difficult one. You may also be mentoring Gen X and Gen Y individuals in the workplace. Mentoring of younger people, a role widely adopted by boomers, is a prime example of generativity in action. By enabling others to benefit from your insights and experience, you will likely gain personal satisfaction and a sense of accomplishment. Although mentoring is largely an intuitive process, important skills are involved, and mentoring strategies can enhance your mentoring effectiveness.

Boomers’ interest in making a contribution is underscored by MetLife Foundation and Civic Ventures studies. The studies found that Americans between 50 and 70 want to benefit their communities. Rather than simply volunteering, boomers want to lead efforts to improve their environment and the world. Education can help boomers be equipped to lead projects and take on work that will have a high social impact. Harvard professor, Rosabeth Kanter, envisions individuals over age 55 returning in large numbers to campuses to earn advanced degrees. She calls this “higher-higher education.” Student dissertation projects would have a social impact; examples might include how to, design a foundation; create new social enterprises; take a nonprofit to the next level of effectiveness; or plan to reshape a city by working on health, education, and jobs. The philosophical underpinning for such ventures—social justice and social commitment—may have broad-based appeal to boomers. Is this a priority for your development and learning?

Going to a university at 50–60 could be the norm. Someday every major university will have graduate schools designed specifically for accomplished professionals who want to make the transition from their primary income-earning careers to their years of flexible service.
—Rosabeth Kanter

The closer you get to retirement, the more likely it is that you will think about, talk about, and plan for retiring. As indicated in Chapter 2, “Consider Flexible Work and Retirement,” retirement need not be akin to jumping off a cliff. On the contrary, preparing for and experimenting with retirement can be part of a phased approach to transitioning from a life revolving around work to withdrawal from work. This often difficult transition requires adapting, learning, and changing.

As you entertain the idea of retiring, it is important to understand the various phases that you may pass through as you transition from worker to retiree. Although the length and nature of phases may differ from individual to individual, having a roadmap to anticipate the potential peaks and valleys you may experience is beneficial. Atchley and other sociologists have described the retirement transition in terms of phases. For example, a pre-retirement phase most frequently begins as you near retirement, gather information, and initiate planning for the future. The honeymoon phase is often a time of newly discovered freedom, a chance to experiment, and an opportunity to play and luxuriate in your free time. Although the length of this phase is person-specific, some find that the novelty wears off after a period of time. A disenchantment phase often follows at which time you may feel aimless or even unhappy; ultimately, individuals move on and integrate new realities to form a satisfactory lifestyle during the reorientation phase. At some point, you may want to change directions again. You will likely try new activities and make changes that will establish a satisfactory lifestyle. Often professionals retire thinking that golf and leisure will be sufficient, only to find they are not. “I just don’t enjoy playing every day like I thought I would. It’s just too much.”

One of the most important takeaways from this four-phase typology, as well as results from numerous retiree studies, is that retirement is synonymous with adjustment. It takes time to establish a footing and get used to new and different ways of engaging in the world. The good news is that retirement does not leave individuals feeling useless or dissatisfied with life. In fact, retirement has few effects, the most common of which is reduced income (Gall et al., 1997; Hansson et al., 1997). Myths that retirees experience a decline in health because they retire, or that their social lives change radically, are not born out in research. Individuals who make the most favorable adjustments are those who retire voluntarily, experience good health, have financial resources, and enjoy strong social supports (Gall et al., 1997; Szinovacz and Ekerdt, 1995; Palmore et al., 1985). Becoming well informed and knowledgeable about lifespan development issues will enable you to pursue endeavors and undertake changes that can contribute to executing successful transitions and sustaining well being.

One of the most important takeaways from the research on retirement is that adjustment takes time and effort. Establishing a footing and getting used to new and different ways of engaging in the world takes time. However, adjustment is just that—a shift in context and roles. The most common challenge in retirement is reduced income. Myths that retirees experience decline in health because they retire, or that social lives change radically, are not born out by research. Individuals who make the most favorable adjustments are those who retire voluntarily, experience good health, have financial resources, and enjoy strong social supports. Becoming well informed and knowledgeable about the normal transitions will enable you to pursue endeavors and undertake changes more successfully and less stressfully. Will reading a book, going to a class, or googling “retirement” be the best way for you to become an informed consumer of information?

Personal growth can occur through fun and play, often seen as luxuries during the course of full-time work. Creative pursuits such as painting, gardening, acting, or writing poetry may bring pleasure to you as well as to observers. For those used to life in the corporate world, competitive activities or building a nonprofit organization may be satisfying.

Harvard research found that creative men and women adapt more successfully than do their less creative colleagues; high creativity in middle age predicted sustained physical vigor. Extensive research on adults in their seventies who were creative in their youth demonstrated a clear relationship between continued creativity and successful aging. These findings suggest that pursuing personal growth, enjoying creative pastimes, engaging in health-promoting activities, and having fun can contribute to maintaining your vitality. Learning, growth, and gusto in later life are highly correlated with psychological health. As you transition from full-time work, you have the capacity to take a fresh look at things. And as you transition from who you were to who you want to be, you also have an opportunity to develop a mix of new activities, part-time work, or phased retirement.

Informal, rather than formal learning is widespread. Kim et al. (2004) report that sixty-three percent of adults participate in informal activities such as association meetings and workshops, brown bag “lunch and learn” sessions, reading professional journals, and self-paced courses. The National Center for Educational Statistics (Creighton and Hudson, 2002) found similar results, reporting that 63 percent of adults participate in informal workplace education on a regular basis by going to conferences, reading professional journals, and mentoring others. Increases in participation among virtually every group of adults surveyed underscore the unprecedented demand for adult learning.

Learning occurs through your work as well as through your experience in different jobs, with different peers and leaders. Much of what you needed to learn was driven by your employer. Now it is the time to rethink how you learn and to establish your own priorities for personal growth and development within the context of your ongoing work.

There are many excellent new learning devices that you can use on your personal computer. For example, Rosetta Stone offers self-paced courses to learn foreign languages. Computer Professor, which advertises on television, offers courses to help you learn computer applications. Employers, schools, and university extensions offer the use of such software or references to them. There are also online universities that you can access online.

Using the Internet, you are now able to access and organize information instantaneously from different media and sources. The Internet permits just-in-time learning—acquiring knowledge that you need to address an immediate need. For example, through webmd.com or similar websites, you can research a disease or illness, or even do a preliminary screen of possible causes of symptoms you are experiencing. If you are considering travel, you can research various travel websites. In researching information for this book, the authors found amazing access to research reports and studies that would have been difficult and costly to obtain years ago. Wikipedia, EB.com, and other websites replace old-fashioned encyclopedia volumes. Amazon or Barnes and Noble, as well as local and university library online catalogues, make it easy to identify published books and other media that relate to a topic of interest.

Through the Internet, you can connect with people worlds away, grow social relationships, leverage information, and make interconnections through a diverse array networks and activities. Websites such as linkedin.com help you link up professionally with others who have common interests or who may help you out when you need them. Telephone books are replaced by easily accessible websites such as 411.com or whitepages.com. Maps and driving directions are available from sites such as mapquest.com and google.com (just enter your destination address).

Search engines such as Google have made it possible for you to research any topic and get pages of websites that may be helpful to you. Refined searches can help narrow down your choices to get the most useful ones. Every website seems to provide links to other websites, resulting in a trail of site hopping that can lead to very productive research results and exploratory learning.

To take full advantage of the resources on the web, you’ll need to download software that plays media in different forms, especially video and audio files, pictures and graphics in various formats, and documents saved in the universal PDF format. Need help getting your computer skills up to par? Libraries, community centers, and schools typically have labs or classes to help you. Local computer consultants, computer stores, and even students from local schools are often eager to provide personal coaching on PC applications.

Whether you are interested in a credit class, a certificate program, or a continuing education course, you can enroll at your local school, community college, or university. Extension and continuing education programs and online learning opportunities are relatively low-cost options. Many institutions offer reduced rates for retirees and adults over 55.

Consider the myriad of education venues that are readily available around the country offered through the following:

Boomers are returning to campuses in growing numbers. Traditional-aged students are no longer the norm on college campuses and nontraditional age learners are expected to represent 50 percent of all enrollments by 2010. Estimates are that approximately one million people over age 55 enroll in college-delivered continuing and professional education courses, paying their own tuition for courses. Even greater numbers of adults engage in self-directed and non-formal education, looking to spend their increased longevity in new and productive ways.

Many companies offer employees tuition reimbursement for courses relating to their work or professional development. United Technologies Corporation pays full tuition and expenses for coursework leading to a degree and also provides matching time off. Upon completion of a degree, the employee also receives an award of company stock. You should take full advantage of company programs of this nature.

Talk with your employer about taking time away from work for an educational sabbatical so that you can enhance skills and proficiencies. More and more employers are viewing development as a retention strategy and are offering leave time to boomers and long-term employees. Consider asking your manager if you can “stop out” or take a break to renew your competencies with the intention of infusing new ideas into the workplace upon your return. Without incurring great financial sacrifice, sabbaticals may enable you to identify options that will expand your knowledge base and reestablish a sense of accomplishment. Surveys indicate that many companies offer paid or unpaid sabbaticals.

IBM offers employees with at least ten years of service an opportunity to study for a teaching career while remaining company employees. As part of a corporate commitment to reduce the shortage of science and math teachers, the company provided $15,000 in tuition to workers who wanted to transition into teaching. This model is but one example of an out-of-the-box alternative that may inspire you to propose a similar option to your employer.

Community, professional, and civic groups often bring people together to deal with specific problems or issues. Focused on improving life in their community or in the nation, many people work for the betterment of social structures, education, human rights, and the environment. If you are interested in grass roots movements, want to identify problems and develop solutions, or have skills and expertise to offer, community-based programs can be exciting ways to learn and grow while making a meaningful contribution.

Many boomers have found that involvement in a community organization or charity provides inherent learning opportunities. Employers, too, encourage such involvement because it allows individuals to gain experience through leadership roles, teamwork and project management, public speaking, research, and networking. Involvement in service clubs such as Rotary or Kiwanis gives professionals opportunities for leadership and service that continue after retirement.

Founded in 1975, Elderhostel (www.elderhostel.org) is the world’s largest education and educational travel organization, offering educational and experiential programs in 90 countries and 50 states. The nonprofit organization serves adults 55 and older, offering more than 8,000 different programs as well as accommodations and meals. Serving approximately 160,000 people worldwide each year, many boomer-aged adults are attending programs and also joining virtual communities that foster ongoing engagement with others as an extension of face-to-face meetings. Committed to conducting research on adult learners and trends in education, the organization provides cutting-edge programming for boomers who thrive on quality learning opportunities in residential settings.

Elderhostel research found that boomers prefer small groups, hands-on experiential learning, plenty of free time on your own, active and shorter programs, and accessible pricing. These results are a reminder that, as a boomer, you have significant sway in affecting the very nature of program offerings. The boomer generation has tremendous lobbying potential to influence packaging, delivery approaches, and pricing.

Award-winning professors from major universities such as Harvard, Princeton, Cornell, Yale, and other top-tier schools engage individuals in day-long programs. At the One-Day University (onedayu.com), for a single day, you can explore subjects you love or dabble in topics that fascinate you. There are no tests, entrance exams, or stressors—simply live classroom-based offerings taught by faculty from America’s most prestigious schools. Started by the former director of the Learning Annex, the largest continuing education school in North America, the one-day approach acknowledges people’s busy schedules and offers a way to engage in learning as frequently as you like without long-term commitments.

If you are looking for creative ways to learn and grow, a variety of unconventional live/learn opportunities exist. Some retirees choose to live on a cruise ship year round, availing themselves of ongoing workshops, seminars, social activities, and colleagueship without having to go very far. The Internet is replete with information about sites and providers who offer live and learn opportunities.

For those who prefer land-based venues, co-housing offers an alternative, affordable living arrangement. This type of intergenerational, communal living provides reasonably priced, supportive, social environments for individuals who are willing to share chores, cooking, driving, and common areas. On-site facilities often include common spaces such as a yoga studio, meditation center, library, and community room, all of which enable individuals to live and “age in place” while remaining vital, informed, and connected to others.

Retirement villages associated with universities enable individuals to pursue interests they didn’t have time to enjoy when working full-time. Today, more than 50 developments on or near university campuses offer lifestyles that enable older adults and retirees to avail themselves of intellectual stimulation and the benefits of campus-based activities. Opportunities run the gamut from living and teaching at the university to accessing lifelong learning opportunities through the university.

University-linked communities are as varied as the schools that gave rise to this innovative concept. Those at Penn State, University of Arizona, Yale, Stanford, and Duke enable residents to live close to a university, join classes, walk down the street to attend a concert, baseball game, or even teach classes. For healthy boomers who have the wherewithal to afford this lifestyle, these communities are a way to contribute to others, exercise your brain, and have fun! Simply check out your local university to see if they offer such an option. If you are willing to relocate, books are available that describe university-linked retirement communities nationwide; the Internet is also an excellent resource.

Many individuals have a preference for “auditory learning,” taking in meaning through spoken words or numbers. How comfortable are you when someone gives you directions orally as opposed to providing a map or written directions? For example, do you

If the answer to most of these questions is “yes,” you most likely enjoy lectures and oral presentations. You may also prefer facilitators who ask questions, engage you in conversation, and promote dialogue. Or at times, you may decide to sit down with a CD or audiotape in order to listen and learn at your own pace in a self-directed manner. Instead of reading a book, you prefer an audio book. Unlike younger generation learners who are facile at multitasking and are not distracted easily, you may be among those who are put off by certain sounds that interfere with your concentration. As you think about how to capitalize on this preference, you might consider working with a partner so that you can talk through ideas together. At work, be sure to attend meetings so that you can hear what’s happening and be part of discussions.

Others prefer to learn through reading written materials, whether text or numbers. You may be adept at observing body language, demonstrations, and images. For example, do you

If you think that you’re a visual learner, read books and subscribe to journals and professional publications to keep current, engaged, and informed. If you want to take a class, choose a facilitator who distributes lots of handouts. Join a book club. If your employer offers workshops or programs, ask trainers to give you supplemental reading lists and bibliographies so that you can pursue subjects more deeply if you want. Tapping your visual preferences can be as simple as creating your own flash cards when learning a language.

You may prefer learning through experimentation, trial and error, and hands-on engagement. This style of learning is called kinesthetic learning.

For example, do you

Younger generations grew up with videogames, a highly interactive and hands-on experience. As a result, they prefer to learn through programs that resemble video games. As a kinesthetic learner, you may find it difficult to sit still for protracted periods, preferring instead to be actively involved when learning. On-the-job training, trial and error, and experimentation may motivate you. Search for opportunities to learn that allow you to use your hands as well as your brain to make learning fun.

Learning is an active process. We learn by doing. Only knowledge that is used sticks in your mind.
—Dale Carnegie

Some individuals learn and work in structured ways. Learning from an instructor or supervisor, following directions carefully, or consulting with someone in charge before making decisions are preferences. Structured learning tends to be more prescriptive and organized. Other persons prefer a more flexible, independent approach to learning. You may want to be able to move use a variety of learning approaches and resources and have the latitude to decide what and how to learn. Some individuals try to mix the two approaches—drawing from structured education, but reworking the learning and supplementing it in personal ways.

The bottom line is that you should assess your style and choose learning settings, materials, and approaches as appropriate. As you develop, stretch yourself in new and different ways. Try a computer-based learning program. Go back to college for a formal classroom course. You may find that you like a variety of learning approaches. It’s never too late to develop new ways to enhance lifelong learning.

I am always ready to learn, although I don’t always like to be taught.
—Winston Churchill

Reflect on your purpose and outlook. If you have a yearning for learning, you’ll find the time and the way to accomplish it. If you want to do meaningful work, you need to develop the necessary skills and knowledge. Your attitudes shape your behaviors. The choices are yours. Here are some tips:

You need to challenge yourself about your commitment to continued learning and growing. What is your intent? Are you seeking to stay current in your field? Do you want to broaden or deepen your expertise? Is learning a means to an end? Do you want to earn the credentials for advancement or to work in a new field (for example, teaching, nursing, real estate)? Or is learning an end unto itself? Self-reflection has the potential to become an integral part of your learning process as you make meaning of the past and plan for what’s ahead. The search for purpose will help you redefine your identity and set priorities for work, leisure, and personal fulfillment.

Planning and implementing your own learning and growth is up to you. As you explore options, you will find that you need to assess your learning agility, energy level, retention, interest, and ability to comprehend information. Your needs and learning approaches are unique and you may need to manage your personal process of learning and growth. Finding growth opportunities that meet your needs will require time and attention so you can identify learner-centered programs that fit your unique requirements, goals, and objectives. Try out these techniques:

Study as if you’re going to live forever, live as if you are going to die tomorrow.
—Maria Mitchell

Education and training situations are often oriented toward younger participants. As a boomer, you may sometimes feel discomfort, fear embarrassment, or lack confidence when you are participating in a younger learning group. In these situations, you can adapt your learning style to that of the group or, if appropriate, suggest ways the learning environment can be adapted to your needs as an adult learner. You may want to consider these actions:

To optimize learning, you should challenge your own thinking and ideas. Change something inside of you to see things in different ways. To truly change your point of view, you need to go through a process of questioning assumptions that influence the way you perceive, understand, and feel about the world.

Try out new roles or behaviors. Integrate new ideas into your life based on conditions dictated by new perspectives. Suggestions include the following:

At least once each year take stock of what you have accomplished relative to your goals and recharge your learning strategy. Think of yourself as growing better, not growing older. If you’ve been learning and developing, then you are.

I’ve retired from one career, but now I’m getting into two new ones!
—Harvey Schwartz