3rd ICAI 2024

International Conference on Automotive Industry 2024

Mladá Boleslav, Czech Republic

Driving Change: Sustainable Learning and Development Strategies Supporting Just Transition in the Automotive Industry Eva Švejdarová 1 , David Holman 2 Škoda Auto University

Department of Human Resources Management 1 Department of Logistics and Quality Management 2 Na Karmeli 1457, Mladá Boleslav 293 01 Czech Republic e-mail: eva.svejdarova@savs.cz 1 , david.holman@savs.cz 2

Abstract This study explores the upskilling and reskilling of automotive workers within a sustainability-focused transformation of the industry. Utilizing Grounded Theory, the study integrates a meticulous analysis of qualitative data from semi-structured in-depth interviews with line workers from automotive as well as learning and development experts to develop a wholistic learning paradigm that emphasizes purposeful consideration, interconnectedness, and adaptive skills. This approach aligns with Just Transition principles, ensuring an equitable and sustainable evolution in the face of technological and structural changes. Key findings highlight the necessity of comprehensive training programs that align with emerging industry trends and the diverse adaptability levels of workers. Ultimately, this study advocates for a purpose driven, wholistic educational strategy to equip employees for a sustainable future in the automotive sector. Keywords : Automotive Industry Transformation; Just Transition Principles; Upskilling and Reskilling Strategies; Sustainable Workforce Development; Wholistic Learning Approaches; Adaptive Learning Capabilities; Technological and Structural Changes; Equitable Industrial Evolution. 1. Introduction While existing research has begun to address the transition to sustainable practices and a greener economy and its broader implications for the automotive industry, there remains a critical gap in our understanding of the specific workforce skill requirements induced by this shift toward more sustainable practices. This gap is particularly pronounced in the detailed examination of skills across various roles within the sector and the alignment of reskilling and upskilling initiatives with industry needs. Moreover, the literature has yet to fully explore the perspectives of those directly involved in and impacted by these changes, especially learning and development (L&D) experts who design and implement training programs, and the automotive line workers, who represent the most vulnerable group in this transition and who may oppose some of the sustainable initiatives, having distinct needs and interests of their own (Henriksson, 2015), (Henriksson, 2013).

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