The purpose of this study is to increase knowledge regarding involuntary work transitions among laid-off workers. It is part of an ongoing cooperation with two outplacement agencies enrolling white-collar workers. The particular arrangements, which are based on collective agreements, include relatively generous support, both economically and regarding the educational and counselling arrangements offered. A narrative research approach is used and the analysis is based on interviews with 15 people, conducted on two occasions with about a year in between. Conceptualizing the transition as a biographical learning process, the findings point out a great variety within and between cases. While the basic distinction is drawn between people who have changed their status and those who have not, a number of rhetorical varieties are identified, pointing to different modes of biographical learning. The originality of the paper lies in its narrative approach and the particular conceptual framework showing that biographical learning is a vital part of enforced work transitions.
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