The purpose of this collaborative qualitative study was to investigate the lived experience of women leaders in South Korean companies who manage their work and life and develop their leadership in the face of organizational and cultural constraints. Critical to this investigation was the understanding of three concepts represented in the literature on women in leadership: cultural context, work-life balance, and leadership development. A team of eight researchers conducted a collaborative qualitative study to interview 50 women leaders using a purposeful and snowball sampling method. As a result, we found that women leaders experience difficulties in work-life balance and leadership development largely due to a gendered workplace. By gendered workplace we mean frequent drinking after work, the exclusion of women leaders from informal networking, and a lack of developmental opportunities. The gendered workplace forced them to sacrifice their personal lives in order to work long hours and develop their own strategies for work-life balance. We also found that there were noticeable differences in their narratives by position (28 team leaders and 22 executives) and marital status (37 married and 13 singles) concerning family support, major challenges, definitions of success, leadership styles, and mentors. Based on the study findings, we provided implications for research and practice and the study limitations.

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Purpose The purpose of this study is to explore how training, job tenure and education-job and skills-job matches impact employees’ turnover intention by using a representative national sample from the Korean Labor and Income Panel Study in which 1,531 individuals were followed from 2003 to 2014. Design/methodology/approach A hierarchical-regression analysis was conducted to examine the relationships among training, job tenure, education-job match, skills-job match and turnover intention. This analysis focused on 12 year-to-year time points from 2003 to 2014 (one for each year), and the data were measured for each individual. Findings The results from the hierarchical-regression analysis supported the hypotheses that on-the-job training, off-the-job training, distance training, job tenure and education-job and skills-job matches are significantly associated with turnover intention. Originality/value The findings of this study, based on human capital theory and firm-specific human capital theory, contribute to an understanding of how training and the education-job and skills-job matches may impact turnover intention in a non-Western context. It also provides a longitudinal perspective of the impact of training on employee turnover intention to inform human resource development professionals when planning employee training.

Sturges, 1999). Men's objective career success is defined by verifiable attainments (e.g., promotions), while women's subjective career success is defined by internal criteria (e.g., worklife balance). Women's careers are considerably more complicated than men's due to barriers imposed by gendered social contexts, so women experience competing priorities for their time and attention across career stages (Mainiero and Sullivan, 2005; O'Neil et al., 2008). However, we are unsure if the study findings are applicable to a different context. Problem Statement Research on career success in a South Korean (Korean, hereafter) context presented similar findings to the western literature: men aim for more objective career success and women for subjective career success. Kim's (2004) study of Korean women employees in a large bank showed that for women, intrinsic aspects were more important determinants of career success than objective measures. In a survey of 260 Korean workers, Kim and Cha (2014) presented 11 dimensions that Korean workers defined as career success including: learning/experience,

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The purpose of this meta-analysis study is to examine the correlations between the Dimensions of Learning Organization Questionnaire (DLOQ) and frequently examined outcomes including organizational performance and employee attitudes. Positive relationships were found between the DLOQ and organizational performance (e.g., financial, knowledge, and innovative performance) and employee attitudes (e.g., organizational commitment and job satisfaction) and the sub-dimensions (e.g., affective, continuance, and normative commitment), with a notable exception of a negative relationship between the DLOQ and turnover. Because the DLOQ has been used in many countries over the years, this study also examined the influence of national culture on the outcomes. Power distance moderated the relationship between the learning organization and overall organizational performance. Our meta-analytic review makes substantive contributions to the literature on the learning organization concept and the study of national culture as a significant moderator. Implications of these findings and suggestions for future research are discussed.

Purpose 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. Design/methodology/approach 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. Findings 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. Practical implications 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. Originality/value 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.

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