Yonjoo Cho

Action Learning Research: A Systematic Review and Conceptual Framework

Despite considerable interest in action learning, no systematic investigation of action learning literature has been reported. Two purposes of this study are (a) to systematically access and examine recent empirical studies on action learning and related themes using Garrard’s Matrix Method for reviewing literature (the review of the literature covered an 8-year period from 2000 to 2007; 50 studies have been selected based on the search criteria) and (b) based on Revans’s proposition regarding the need for a conceptual and practical balance between action and learning, to categorize empirical studies into action-oriented, learning-oriented, and balanced action learning. Studies selected from the systematic literature review process are highlighted, and Revans’s balance issue and the quality of select studies are discussed. A conceptual framework for the future studies of action learning, key concluding themes, and the limitations of the study are also articulated.

The State of the Art of Action Learning Research

Action learning founder Reginald Revans emphasized the importance of striking the right balance between action and learning during the action learning process. In this article, the authors outlined key themes and patterns identified across studies based on Cho and Egan’s (2009) systematic literature review of action learning research. The article includes two major sections: (a) current state of action learning focusing on the issue of balance and (b) future directions in action learning research in line with research methods and theoretical frameworks. Addressing the need for balance between action and learning through a discussion of the current state and the quality of action learning research provides an informative picture regarding the manner in which action learning is being framed by scholars and in practice.

Asian women in top management: eight country cases

This article is a by-product of an innovative session of the 2014 Asia Chapter of the Academy of Human Resource Development conference, Seoul, South Korea, where eight female researchers with roots in eight Asian countries (in alphabetical order: China, India, Japan, Korea, Malaysia, Sri Lanka, Taiwan, and Thailand) presented on the topic of Asian women in top management. In this article, we present these presenters’ perspectives on the topic, including their current state of working conditions and balancing of personal and professional lives. We asked them the following three questions: (1) Do traditional values/religious beliefs limit or liberate women in management? (2) How have social views on the role of women in management changed in your country? (3) What organizational and social changes are necessary for women to advance to leadership positions? We also encouraged them to go beyond answering these three questions. Additionally, we discuss convergence (commonalities) and divergence (differences) across these eight Asian countries.

South Korean women leaders’ struggles for a work and family balance

The purpose of this study was to explore the lived experience of women in leadership in Korea and to identify challenges and opportunities that they face in the process of balancing work and family life and developing leadership as women in the uniquely challenging Korean workplace where they face organizational and cultural constraints. Critical to this investigation was the understanding of concepts frequently represented in the previous literature about women in leadership: work–family life balance, women’s leadership development, and the cultural context. In-depth interviews were conducted with 18 women leaders selected through a purposeful and snowball sampling method. A thematic analysis of the interview data generated six themes including: (a) commitment to work, (b) struggles for a balance, (c) defining success, (d) gender identity, (e) being a role model, and (f) need for support. Based on the findings, we provide implications for research and practice.

HRD's Role in Knowledge Management

The problem and the solution. This article provides an overview of knowledge management and discusses its link with human resource development (HRD). It also provides a short preview of what is included in this issue. The authors outline the major points in this issue for HRD scholars and practitioners as they work to leverage knowledge management as an HRD learning tool.

The landscape of educational technology viewed from the ETR& D journal.

The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development ( ETRD (2) the most influential papers and scholars in the field were identified; (3) frequently co-cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. [ABSTRACT FROM AUTHOR]

Identifying balanced action learning: cases of South Korean practices

Despite considerable commitment to the application of action learning as leadership and organization development by a large number of Korean organizations, few identified empirical studies of action learning practices have been reported. The purpose of this study was to conduct case studies of South Korean action learning practices to examine whether these companies strike a balance between action and learning. Six case companies were selected in this study to identify balanced action learning practices. Implications for action learning practices and future studies of action learning were articulated.

Leading Asian countries' HRD practices in the IT industry: a comparative study of South Korea and India

The purpose of this study was to compare IT firms in two leading Asian countries in the IT industry, South Korea and India, to suggest how to leverage their human resource development (HRD) practices for continued growth. The IT industry in South Korea and India has shown fast growth and notable profits in a short time, but managing their human resources for their continued success is challenging. The research questions in this study were: What HRD practices in the IT industry have supported South Koreas and Indias development within a short period of time? How do these HRD practices in the IT industry compare between India and South Korea? Using content and case analysis approaches, this study identified HRD practices in the IT industry in South Korea and India. Findings included four emergent themes: different levels of globalization; talent development; employee turnover issues; and challenges that their IT firms face. Recommendations and limitations of the study were provided for practice and future studies.

West Meets East? Identifying the Gap in Current Cross- Cultural Training Research

The purpose of this article was to examine current cross-cultural training (CCT) research, using the lens of “East Meets West.” The two research questions guiding our inquiry are (a) What are the major themes discussed in the existing CCT literature? and (b) What are the emerging issues that need to be addressed? Using the integrative literature review method, we first identified four themes: theories/conceptual frameworks, expatriate adjustment, CCT methods, and the effectiveness of CCT. We found that previous CCT research lacks the “East Meets West” perspective. Four issues need to be incorporated into future CCT research, namely, family factors, cross-cultural assessment, domestic versus international assignments, and trainer quality. This article purports to make three major contributions to the existing literature: (a) identify gaps in the literature, (b) expand the perspectives of CCT research from the lens of “East Meets West,” and (c) generate implications for research and practice.

Taking stock of the literature on HRD education

Purpose – The purpose of this paper is to provide a comprehensive review of peer-reviewed literature on university-based human resource development (HRD) courses and programs. Design/methodology/approach – The methods used in this paper are integrative literature review and content analysis. Findings – Only 71 peer-reviewed articles that address university-based HRD courses and programs in any way were found. Forty-six were empirical studies and 25 were either conceptual or editorial in nature. The majority of articles focused on HRD courses and programs in the USA and the UK. Perspectives from other countries were nearly absent. Many of the claims about the content and quality of HRD courses and programs were not supported by empirical evidence. Research limitations/implications – HRD courses and programs are offered in universities around the world. Almost nothing is known of their content, quality or methods. Future research on these courses and programs should focus on the relevance of curriculum to t...