Downsizing and surviving employees' engagement and strain: The role of job resources and job demands

Downsizing is widely assumed to detrimentally affect surviving employees' engagement and health through increased demands and decreased resources. Building on job demands–resources theory, we assess whether these effects occur and whether job demands and resources moderate the detrimental effects of downsizing on employee health and engagement. We conceptualize downsizing as a stressor event, and we explain its relationship with employee health through the job demands work overload and job insecurity are (two) job demands, as well as its relationship with employee engagement through the job resources supervisor support and opportunities for development are job resources. Using data from two large representative samples of German employees, we show that job demands mediate the negative relationship between downsizing and employees' psychological and physical health and that job resources mediate the negative relationship between downsizing and engagement. We find little support for the assumption that job resources alleviate the indirect effects of downsizing on surviving employees' health, or that job demands strengthen the indirect effects of downsizing on surviving employees' engagement. We discuss how these findings expand our understanding of downsizing and outline practical implications for human resource practitioners

Virtual environment application that complements the treatment of dyslexia (VEATD) in children

The educational disorders that children present at an early age can cause them to not fully develop throughout their lives. In this research work a 3D virtual system that allows the child who has been diagnosed with dyslexia to complement the exercises performed in a conventional therapy is described. To achieve this an application was developed, the app consists of two games (each with three levels of difficulty), and that are part of the rehabilitation program. In each of these games virtual objects are combined with auditory messages to provide the user with an immersive experience, and to train more than one sense at a time. In the first game task, the activity asks the children to correctly locate the syllables that compose a word and for the second activity the children will listen to a word, after the games asks the children to select the correct word. This tool has been tested by a group of children (eight), with ages ranging from 8 to 12 years old, whose development can be supervised at home by their parents, since it is an intuitive and easy to use interface. The results obtained are stored in a database and in this way the medical specialist can monitor the progress of the child throughout his treatment. For the validation of this proposal the SUS usability test was used. © Springer Nature Switzerland AG 2020