This phenomenological study explored how HR professionals who identified themselves as facilitators of strategic HRD (SHRD) perceived the experience of being an organizational agent-downsizing survivor. Criterion and snowball sampling were used to recruit 15 participants for this study. A semi-structured interview guide was used to interview participants. Creswell’s (2007) simplified version of Moustakas’s (1994) Modification of the Stevick-Colaizzi-Keen Method of Analysis of Phenomenological Data was used to analyze the data. Four main themes and corresponding sub-themes emerged from an inductive data analysis. The four main themes were a) the emotionality of downsizing, b) feeling responsible, c) choice and control, and d) possibilities for growth. Participants perceived downsizing as an emotional organizational change event that required them to manage their own emotions while helping others do the same. They performed their roles within an organizational atmosphere that was perceived as chaotic and filled with apprehension, shock, and a sense of ongoing loss, sadness and grieving. They sometimes experienced guilt and doubt and felt deceptive for having to keep secrets from others when planning for downsizing. Participants felt a strong sense of responsibility to protect employees emotionally, balance employee and organizational interests, and try to ensure the best outcomes for both. Often being there for others meant that they put on their games faces and took care of themselves last. Participants spoke of the importance of choosing one’s attitude, being proactive rather than reactive, and finding ways to regain control in the midst of organizational crisis. They also perceived that although downsizing was emotionally difficult to go through that it provided possibilities for self, employee, and organizational growth.

Purpose. This study investigated organizational development climate within the context of an organization experiencing rapid change in its environment resulting in employee knowledge obsolescence. Secondary purposes were: (1) determine current development methods and behavior; (2) identify preferred development methods; (3) examine the influence of educational background on development; (4) examine the influence length of service on development and (5) investigate reward preferences and their link to development. Procedure. The data were collected through a sample of 550 nonmanager engineers. The questionnaire consisted of individual background information and a modified version of the Work Description Questionnaire for Engineers (WDQE). Environment factors investigated were: (1) organization; (2) management and (3) peer support; (4) communication and involvement and (5) work assignments. Responses were obtained from 320 nonmanager engineers. A chi-square analysis tested hypotheses for education and length of service groups. Summary of Findings and Conclusions. (1) The engineering population differed significantly in their education and length of service backgrounds. (2) Knowledge foundation requirements for entry in the organization in the past five years have increased. (3) Non-degree development is more important for the majority, while degree development is important to bachelor-degreed and shorter length-of-service employees. (4) Reported non-degreed development averaged one course/seminar per year, 2-4 hours of independent reading per week and discussions within the immediate work group. Education groups reported significant differences in internal course/seminar participation and reading behavior. (5) The most effective development methods included a challenging job, reading, an advanced degree, courses/seminars, interdisciplinary teams and internal networking. Education groups showed significant differences for reading and interdisciplinary terms. (6) Primary barriers to development included time, cost, management and workload. (7) The work environment climate for development in the organization was moderate. Peer support received the highest rating; organization, management, and work assignments were rated moderately. (8) The most preferred rewards included salary/merit increases, achievement, advancement, recognition and challenging work. Education groups reported differences in preferred rewards. (9) Moderate opportunity for rewards occurred independent of development behavior. Education groups showed differences in opportunity for challenging work with improved development. Length of service groups reported differences for opportunity of rewards even with increased development.

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