An adult's concept of self and the world changes with aging. Adults modify their view of career, family, youth, destructiveness, and involvement. As a result people at different ages and stages commit discrepantly to career, professional development, and job-related growth. Knowledgeable leaders use many of these developmental forces as motivational tools to increase employee productivity and enthusiasm. This article investigates developmental changes for adults in the second half of life and discusses ways to use life's developmental tasks to motivate others. The article answers three questions: (a) What developmental tasks typify the second half of life? (b) How can school personnel utilize these tasks and their openness to learning related to the task to increase employee productivity and enthusiasm? and (c) What kinds of interventions have educators across the country employed successfully to link developmental needs of employees in the second half of life to school goals? The article emphasizes issues related to de-illusionment, individuation (including young–old, creative–destructive, attached–separate, and male–female), career, and family. It connects theory with concrete, practical interventions.
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