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The purpose of this study is to investigate the structural relationships between protean career attitude, career resilience, proactive career behavior and external employability.

This study sampled 212 training apprentice employees who participated in training programs using a proportional stratified sampling in South Korea. The study tested the research model using structural equation modeling.

This study revealed that protean career attitude influenced external employability through career resilience and proactive career behavior. Career resilience fully mediated the relationship between protean career attitude and external employability and partially mediated protean career attitude and proactive career behavior. Proactive career behavior also mediated the relationship between protean career attitude and external employability.

This study has a limitation by relying on cross-sectional data. In terms of theoretical implications, this study can add new knowledge to the protean career research by demonstrating that the protean career attitude influences perceived external employability through career resilience and proactive career behavior for the sample of young training apprentice employees.

This study uncovers the dynamic processes between protean career attitude and perceived external employability. Moreover, this study’s sample is significant because training apprentice employees are mostly young in their 20s and 30s with less than three years of working experience and working in small and medium-sized enterprises in South Korea.

The purpose of this study is to review the definition, perspective, measurement and context of workplace learning and explored workplace learning to identify its role in quantitative research.

Through an integrative review of the literature, the following four roles that workplace learning has played in these studies were identified: workplace learning as an antecedent, a mediator, a moderator and an outcome.

This paper synthesized results for workplace learning in 45 studies. A total of 88 variables related to workplace learning were identified after four overlapped variables (autonomy, social support, work engagement and workload) in multiples areas were excluded from a total of 92 variables (56 antecedents, 8 mediators, 7 moderators and 21 outcomes).

Because this study identified four roles of workplace learning (as antecedent, mediator, moderator and outcome), this study did not focus on the process of learning in the workplace. Additional study is needed to investigate how workplace learning can lead to outcomes and how this process can link workplace learning and its consequences.

This paper synthesized the antecedents, mediators, moderators and outcomes for workplace learning by integrating the findings in this study. This provided a comprehensive framework that could be used by researchers to continue the empirical research on this topic to develop the dynamics between individual, group, job and organizational variables on the one hand and workplace learning on the other.