Tööturul osalejad on ilmselt märganud, et olukord on ebastabiilseks muutunud. Uued ametid, mida varem ei olnud olemaski, on levimas ning vanade ametite igikestvus on kahtluse all. Samuti võib eeldada, et lojaalsus ühele tööandjale võib osutuda kontraproduktiivseks ning arukas oleks püüda “hoida mitu rauda tules”. Sestap siinviidatu vabalevis olev tekst oma koha leidiski.


Understanding the mechanisms shaping workers’ capacities to learn at work is important for research and policy dealing with the consequences of structural change. […] Job mobility and lifelong learning are accordingly integrated components in policies aimed at helping workers (and countries) adapt to changing labor demand (EC, 2000; OECD, 2006).

Vajalikud terminid argumenteeritud mõttevahetuseks:

Work learning is defined as the skills and the knowledge that is generated from work practices and in exchange of information at work. Work related learning taking place off-the-job is not included in the definition. Work learning can be divided into different kinds . Formal onthe-job-training is a planned period of training aimed at improving task or job performance. Possible teachers include colleagues, supervisors, or hired tutors. Informal learning is direct guidance from supervisors and colleagues in relation to the performance of tasks. Learning-by-doing results from the actual performance of work tasks at the work place. Research often focuses on formal on-the-job-training, yet, other kinds of learning are theoretically considered as important for key variables such as wage growth (Rosen, 1972; Brown, 1989; Loewenstein and Spletzer, 1999a; Korpi and Ta˚hlin, 2018).


Job mobility as a way of finding more suitable jobs is the basic mechanism underlying the expectation that job mobility is positive for subsequent work learning. It enables both workers and employers to scrutinize the prospects for a successful match. This matching process helps workers find jobs that fit their particular skills and aptitudes (Johnson, 1978; Jovanovic, 1979).

Kaks erinevat kontseptsiooni:

Educational systems in CMEs (e.g. Germany) contain significant elements of vocational tracking and thus provide more ‘reliable’ signals of worker productivity. The need for ‘gravitation’ is thus smaller, which is reflected in stronger employment protection legislation (EPL). Educational systems in LMEs (e.g. the United Kingdom), on the other hand, focus on the development of general learning capacities (Allmendinger, 1989; Hall and Soskice, 2001).

Vihjed lugemishuvi suurendamiseks:

Generally, the longitudinal analysis of a global measure of work learning suggested that mobile workers subsequently learn more at work. The analysis of different dimensions of work learning showed that two aspects of work learning were primarily tied to job mobility: learning-by-doing and formal on-the-jobtraining. These two learning activities are quite distinct.

Westerman, J. (2021). Should I Learn or Should I Turn? Implications of Job Mobility for Subsequent Learning at Work. European Sociological Review, 37(6), 935-951