Date of Award

1994

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Human Resource Education and Workforce Development

First Advisor

Betty C. Harrison

Abstract

The purpose of this study was to describe the personal and occupational mobility characteristics of selected dislocated newspaper workers and the residual effect of their separation and unemployment. Objectives of the descriptive study focused on: (a) demographic characteristics, (b) employment history, (c) occupational mobility, (d) economic and emotional impact, (e) attitudes and perceptions, and (f) education and training. A defined population of 132 dislocated newspaper workers was surveyed six and 18 months after departure from the industry. The researcher-designed survey instrument had 41 items (six months) and 43 items (18 months). Sixty-four dislocated newspaper workers responded at six months, and 73 responded at 18 months; thus, a total of 87 different respondents. Fifty respondents were common to both surveys. Findings from the defined population: (1) 71.3% male; 80.5% white; over 60% married; 67.8% with some college education; (2) over 31% with 20 or more years service to the company; (3) 42.2% found new employment yet were earning less than 50% of their previous income; (4) nearly 80% were required to change their lifestyles; (5) 81% (six months) and 91.6% (18 months) felt secure in their employment prior to the layoff; (6) 47.9% received the strongest support from spouses; and (7) the dislocation trauma extended over time for the dislocated newspaper workers. Recommendations for business and industry management include: (1) Examine alternatives to mass layoffs; (2) Inform all employees of the layoff procedures; (3) Provide trained counselors for dislocated workers and families; (4) Provide trained outplacement assistance program counselors; and (5) Avoid denigration of the "laid-off" workers prior to and following dislocation. Recommendations for educators include: (1) Teach material related to the workplace; (2) Provide transferrable-skill instruction; (3) Teach concepts which enable students to successfully make the transition from school to work; (4) Provide instruction in communication skills; (5) Provide experiential learning opportunities for positive human relations practices; (6) Emphasize job-acquisition, retention, and advancement skills; (7) Teach the linkage of work and family, and how to successfully balance the two; (8) Establish emphasis on life-long learning; (9) Offer a series of workshops focusing on adult self-improvement and advocacy; (10) Provide guidance in retraining and advanced educational opportunities; (11) Teach concepts of dealing with change in all life stages; (12) Teach economic survival skills; and (13) Teach the concept of networking.

Pages

270

DOI

10.31390/gradschool_disstheses.5711

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