Work engagement and organizational commitment are among the most studied topics in a range of fields, including human resource development (HRD) and organization development (OD). The value of such work is evident in the direct influence of work engagement and organizational commitment on employee well-being and organizational performance. However, scholars have divergent perspectives on the relationship between these two concepts. While some studies have examined work engagement as a precursor to organizational commitment, others have investigated work engagement as an outcome of organizational commitment. Despite the contrasting perspectives, little research effort has been made to reconcile these differing views through the synthesis and analysis of the extant literature. Therefore, this study aims to examine the current state of engagement-commitment research and then to suggest HRD implications for research and practice based on a review of selected literature.

Purpose 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. Design/methodology/approach 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. Findings 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). Research limitations/implications 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. Originality/value 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.

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The prolonged COVID-19 pandemic has disrupted the TVET professional development training, which was planned to be carried out in a face-to-face manner. This study aims to examine TVET professional development training based on the ADDIE model and provide implications for ODA and TVET professional development training in the post-COVID era. In this case study, a TVET training program for Botswana was developed based on the ADDIE model in an untact environment. Accordingly, the performance activities for each phase of analysis, design, development, implementation, and evaluation were analyzed, and based on this, implications for ODA and TVET were provided. This study identified the applicability of non-face-to-face education in the ODA project. Also, this study explored how to develop systematic and dimensional programs based on the ADDIE model in a non-face-to-face manner. In addition, sustainability could be secured through cooperative partnerships between donor and beneficiary countries from the perspective of SDGs Goal.

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