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The purpose of this study is to examine the relationships among hierarchical organizational culture, organizational support for women, sexual harassment and work-to-family enrichment of working women in South Korea.

A total of 196 responses from married female employees who had a child (or children) in for-profit organizations in South Korea were analyzed by using structural equation modeling and bootstrapping analysis.

The findings indicated that hierarchical organizational culture was negatively associated with organizational support and was positively associated with sexual harassment. In addition, an organizational atmosphere that is friendly and supportive to women had a positive effect on work-to-family enrichment. However, the more sexual harassment female workers experienced, the less positive the relationship between their work and family lives. Hierarchical organizational culture negatively affected work-to-family enrichment, but the effect was indirect through organizational support and sexual harassment.

These findings emphasize the importance of transforming the traditional culture in Korean organizations to reduce power distance to create a more female-friendly and supportive environment. With the dramatic recent increase in the number of female workers, building such an environment can enhance organizations’ competitiveness by creating a positive spillover effect between women’s work and family lives.

The purpose of this paper is to review the existing workplace learning measures used in empirical studies in human resource development (HRD).

By reviewing 141 studies on workplace learning published in six journals in the field of HRD, we identified nine measures for workplace learning. Tynjälä’s (2013) 3-P model of workplace learning was adopted as the framework to analyze the features of each measure in terms of presage, process and product.

Workplace Climate Questionnaire, Learning Opportunities Questionnaire, Approaches to Work Questionnaire and Self-regulated Learning in the Workplace Questionnaire belong to the presage category. Small Business Workplace Learning Survey and Workplace Learning Activities are categorized as the process dimension. The Questionnaire on Informal Workplace Learning Outcomes is in the product dimension. Informal Workplace Learning Survey and Workplace Adaptation Questionnaire are across the three categories.

The authors identified the issues of existing workplace learning measures to emphasize the importance of reliable and valid measures for workplace learning and to gain the attention of researchers concerning these issues.

The findings can provide organizations and practitioners with insights and ideas on how to prepare employees to engage in diverse learning activities, how to support their learning activities and how to combine their learning activities with the existing job structure and work system.

This study is the first to review workplace learning measures in the field of HRD. The authors review the dimensions, items and reliability of each measure, and summarize the features of nine measures in terms of presage, process and product of workplace learning.

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.

The purpose of this study is to review how international female faculty experience linguistic challenges and bias in their US university careers.

By reviewing related literature, the authors explore the career challenges of international female faculty including hiring, promotion and tenure and leadership opportunities from a linguistic profiling perspective.

International female faculty have relatively few hiring opportunities, specifically when institutions and fields openly accept linguistic profiling and bias and are less likely to hire non-native English-speaking international faculty. In the promotion and tenure process, international female faculty have struggled with standard academic English criteria and poor teaching evaluations from students because of the faculty’s different English usage such as word choice, grammar and pragmatics. In terms of leadership opportunities, international female professors have faced linguistic bias that non-native English faculty members are not competent, credible, intelligent or skilled because they speak accented English.

This study can help researchers and career development practitioners by adding linguistic profiling specific diversity and inclusion perspectives to existing literature. The findings expand the perspectives and practices related to the career challenges of international female faculty due to linguistic profiling.

The purpose of this paper is to examine the impact of learning goal orientation and training readiness on teachers’ multicultural teaching efficacy and cultural intelligence.

A total of 182 responses from secondary schools in midwest and southern areas of the USA were analyzed using the hierarchical multiple regression.

The findings indicated that learning goal orientation positively influenced both teachers’ multicultural teaching efficacy and cultural intelligence, while training readiness did not significantly affect them. In addition, teachers’ multicultural teaching efficacy positively influenced their cultural intelligence.

The study implied that high-level learning goal orientation can contribute to enhance multicultural teaching efficacy and cultural intelligence for teachers.

By conducting needs analysis of participants in advance, trainers can reflect what teachers want and need when designing and implementing a workshop. In addition, trainers could prepare for interventions to improve the participation rate of multicultural workshops and the quality of existing workshop programs.

This study is important in that it will help to develop culturally sensitive workshop/training programs that can prepare teachers for diverse classroom environments and face potential issues that may arise.

The purpose of this paper is to examine the relationships among transformational leadership, organizational learning, interpersonal trust and organizational citizenship behavior (OCB).

The authors collected data from the manufacturing sector in South Korea. A total of 208 responses were analyzed by employing the structural equation modeling method.

The findings showed that transformational leadership directly affected organizational learning, interpersonal trust and OCB; interpersonal trust positively and significantly influenced organizational learning and OCB; organizational learning had direct and significant effects on OCB; and organizational learning mediated the relationship between transformational leadership and OCB.

This study highlights the value of empirically establishing how employee citizenship behaviors are affected by transformational leadership as an integrative construct bringing together organizational learning and trust.

The study intends to encourage future research by assessing whether organizational learning and interpersonal trust mediates the link between leaders’ behavior and employees’ behavior.

The purpose of this study is to examine the relationships among transformational leadership, knowledge sharing climate and behavior, interpersonal trust and organizational learning.

Data from 209 participants from a manufacturing company in Korea were analyzed using the structural equation modeling method.

The findings of the study indicated that transformational leadership directly affected the knowledge sharing climate and behavior, interpersonal trust and organizational learning of an organization. Transformational leadership also indirectly affected organizational learning through knowledge climate and behavior, and interpersonal trust. In addition, a knowledge sharing climate directly affected interpersonal trust and knowledge sharing behavior and indirectly affected organizational learning through interpersonal trust and knowledge behavior. Interpersonal trust directly affected knowledge sharing behavior and indirectly affected organizational learning through knowledge sharing behavior. Finally, knowledge sharing behavior positively affected organizational learning.

The results highlight the important role of transformational leadership to enhance the knowledge sharing climate and behavior of employees, interpersonal trust and organizational learning. This study also indicated that transformational leadership, interpersonal trust and knowledge sharing behavior are antecedents of organizational learning.

The study’s findings could motivate practitioners to place more emphasis on leadership support, knowledge sharing and organizational learning in the manufacturing sector.

The study provided diverse paths indicating how transformational leadership can impact organizational learning by examining both the direct and indirect paths between transformational leadership, multiple mediators and organizational learning. It also suggested a research framework for supporting transformational leadership, knowledge sharing and organizational learning, as well as their relationships by examining the three variables in one research model.

The purpose of this study is to examine the relationship between service orientation, customer service training and employee engagement of firms in the hospitality sector of the tourism industry.

A total of 231 responses from 13 large all-inclusive hotels in Jamaica are analyzed by using structural equation modeling.

Overall, service orientation positively affected customer service training and employee engagement. In addition, customer service training positively affected employee engagement. Furthermore, the results indicate that customer service training mediates the relationship between service orientation and employee engagement.

This study builds on the conceptual literature of engagement and adds to the limited empirical studies to date to highlight the importance of service-oriented culture and training activities on employee engagement.

The findings of the study generate an increased understanding of the importance of an engaged workforce and of specific customer service training practices that can foster engagement. This study also highlights that managers should be supportive of training and development activities within a broader context that considers specific desired workplace performance from employees.

The knowledge gap related to many frequently used organizational practices reported as having an impact on engagement is addressed. Addressing this problem extends existing literature and provides an evidence base for human resource managers and professionals in service organizations, specifically in hospitality firms.

The purpose of this paper is to explore the potential of using massive open online courses (MOOCs) for employee learning and development in organizational settings by reviewing the literature and examining several cases from a virtual human resource development (HRD) perspective.

To collect information on MOOCs in the workplace, the authors reviewed peer- and non-peer-reviewed articles, book chapters, books, white papers, corporate websites and blogs, and business magazines published between 2008 and 2018.

A total of 18 cases were summarized to present the use of MOOCs in organizational settings for training and development, organizational development, career development, and professional development. For a more in-depth review, three cases were selected and the details were introduced in terms of context, process/progress, and outcomes: McAfee, Rabobank, and Library and Information Science.

When organizations decide to use MOOCs for their employee development and learning, practitioners could also establish the selection criteria of MOOCs for specific purposes based on their organizational contexts by assessing the effectiveness of existing MOOC programs.

This study highlights the use of MOOCs in organizations to examine their potential as a support tool for virtual HRD to facilitate employee learning and development in the workplace.

The purpose of this paper is to explore mindfulness training as a viable intervention for frontline employees in tourism and hospitality as a way to aid in the regulation of emotions and reduce or prevent employee burnout while increasing levels of work engagement.

By reviewing related literature, the authors explored the relationships between mindfulness training and emotional labor, and mindfulness, burnout and work engagement.

The authors suggested the following propositions: mindfulness training can potentially help to regulate emotional labor of tourism and hospitality frontline employees, and mindfulness training can potentially reduce burnout and enhance levels of work engagement of tourism and hospitality frontline employees.

This study can guide scholars to initiate empirical research to examine the influence of mindfulness training on diverse outcomes related to tourism and hospitality employees.

This study can help to improve the awareness of leaders and managers of mindfulness training as an intervention to alleviate emotional exhaustion of frontline employees in tourism and hospitality.

This study provides theoretical insights and useful practical implications for ways to establish a suitable work environment that encourages frontline employees to perform genuine or deep acting while minimizing incidents of surface acting and the consequences of emotional labor.