Abstract:
AARE 2024 SIG: Professional and Higher Education
Abstract Title: Learning of Retrenched Workers in The Australian Financial Services Industry.
Redundancy strategies and significant worker retrenchment, which pose ongoing individual and societal challenges, have characterised the Australian Financial Services (AFS) industry. For the retrenched workers, myriad consequences result from job loss, impacting their lives and learning. This study, conducted using Jackson's (2019) learning ecology conceptual framework and robust methodological tools, examines the learning experiences of retrenched workers in the post-retrenchment period. Through this unique lens, this study unveils a fresh perspective on how AFS workers navigate the challenging post-retrenchment transition. The research delves into the complex nature of post-retrenchment learning, exploring the interplay between work and learning beyond conventional workplace structures, particularly in times of heightened work-life change and transition.
Unlike previous studies focusing on structured learning within organisations and re-employment support, this research fills a significant gap in the current understanding of retrenched workers' learning. It highlights the importance of considering work-life changes and learning during the work-life transition and offers a novel perspective on these aspects. This has potential implications for policy, research, and practice in the field.
The study applies the notion of learning ecologies to the AFS redundancy context, shedding light on post-retrenched workers' learning from the individual learner's perspective. It considers broader organisational, contextual, and societal factors that may influence how learning emerges during times of heightened work-life learning, transition, and change for these individuals.
This research contributes to the ongoing discourse on the evolving nature of work and learning, particularly in response to today's dynamic and changing work and learning contexts and increasing redundancies and working-life transitions due to job losses. It investigates learning through change and work-life transition. It argues that understanding learning from the individual's perspective and the pivotal role of life-wide learning, particularly during change and work-life transition, are essential factors in the conversation about learning during post-retrenchment periods.
Ultimately, this research not only enriches the ongoing discussions about the evolving nature of work and learning but also serves as a valuable resource for policymakers, professionals, and researchers in the field of work and learning, with practical implications that can directly inform policy and practice.
Abstract Title: Learning of Retrenched Workers in The Australian Financial Services Industry.
Redundancy strategies and significant worker retrenchment, which pose ongoing individual and societal challenges, have characterised the Australian Financial Services (AFS) industry. For the retrenched workers, myriad consequences result from job loss, impacting their lives and learning. This study, conducted using Jackson's (2019) learning ecology conceptual framework and robust methodological tools, examines the learning experiences of retrenched workers in the post-retrenchment period. Through this unique lens, this study unveils a fresh perspective on how AFS workers navigate the challenging post-retrenchment transition. The research delves into the complex nature of post-retrenchment learning, exploring the interplay between work and learning beyond conventional workplace structures, particularly in times of heightened work-life change and transition.
Unlike previous studies focusing on structured learning within organisations and re-employment support, this research fills a significant gap in the current understanding of retrenched workers' learning. It highlights the importance of considering work-life changes and learning during the work-life transition and offers a novel perspective on these aspects. This has potential implications for policy, research, and practice in the field.
The study applies the notion of learning ecologies to the AFS redundancy context, shedding light on post-retrenched workers' learning from the individual learner's perspective. It considers broader organisational, contextual, and societal factors that may influence how learning emerges during times of heightened work-life learning, transition, and change for these individuals.
This research contributes to the ongoing discourse on the evolving nature of work and learning, particularly in response to today's dynamic and changing work and learning contexts and increasing redundancies and working-life transitions due to job losses. It investigates learning through change and work-life transition. It argues that understanding learning from the individual's perspective and the pivotal role of life-wide learning, particularly during change and work-life transition, are essential factors in the conversation about learning during post-retrenchment periods.
Ultimately, this research not only enriches the ongoing discussions about the evolving nature of work and learning but also serves as a valuable resource for policymakers, professionals, and researchers in the field of work and learning, with practical implications that can directly inform policy and practice.