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Learning and propensity for changing the job situation during downsizing

Maria Gustavsson (Department of Behavioural Sciences and Learning and HELIX VINN Excellence Centre, Linköping University, Linköping, Sweden)

Journal of Workplace Learning

ISSN: 1366-5626

Article publication date: 7 September 2012

809

Abstract

Purpose

The purpose of this paper is to investigate individuals' learning and propensity for changing their job situation during downsizing in a company.

Design/methodology/approach

A case study was carried out in an industrial company that had undergone major downsizing to adapt to changes in production. Approximately 100 employees retrained at the company's training program and 350 employees received notice to quit their jobs. Data for this study consisted of qualitative interviews with 20 workers who faced different transition situations.

Findings

Three general learning trajectories labeled stayers, leavers and reemployed leavers emerged as a consequence of the downsizing. The stayers were the individuals who remained at the company and later retrained to new jobs. The leavers were the individuals who more or less voluntarily left the company to start a new career. The reemployed leavers were dismissed and left involuntarily but were later reemployed at the company.

Practical implications

In cases of downsizing it is important that the organization meets latent wishes for change and considers differentiated reactions connected to age, length of employment, former education, etc., among workers who face different transition situations.

Originality/value

The results imply that the learning trajectories were shaped through participation, thus learning, in the transition program and workplace activities. Each worker has a specific history of experience that shapes their disposition to learning and in which way they are able to adjust to a new job situation.

Keywords

Citation

Gustavsson, M. (2012), "Learning and propensity for changing the job situation during downsizing", Journal of Workplace Learning, Vol. 24 No. 7/8, pp. 497-508. https://doi.org/10.1108/13665621211260990

Publisher

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Emerald Group Publishing Limited

Copyright © 2012, Emerald Group Publishing Limited

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