Advancements in robotic technology have accelerated the adoption of collaborative robots in the workplace. The role of humans is not reduced, but robotic technology requires different high-level responsibilities in human–robot interaction (HRI). Based on a human-centered perspective, this literature review is to explore current knowledge on HRI through the lens of HRD and propose the roles of HRD in this realm. The review identifies HRD considerations that help implement effective HRI in three human-centered domains: human capabilities, collaboration configuration, and attributes related to contact. The eight HRD considerations include employees’ attitudes toward robots, their readiness for robot technology, communication with robots, human–robot team building, leading multiple robots, systemwide collaboration, safety interventions, and ethical issues. Theoretical implications, practical implications, and limitations are discussed. This paper contributes to HRD by introducing potential areas of multidisciplinary collaborations to help organizations implement robotic systems.
Context Gender inequality remains prevalent worldwide in academic medicine. A closer look into women physicians’ gendered experiences through the lens of culture is necessary to advance understanding of gender inequality in this context. Relatively few studies, however, have investigated how social and cultural practices implicitly yet significantly affect gender inequality throughout women physicians’ careers. Objectives This study aimed to investigate the lived experiences of South Korean women physicians working in academic medicine and to focus on social and cultural influences on the gendered process of their career journeys. The study will extend our understanding of gender inequality in academic medicine through an in‐depth analysis of social and cultural practices that affect the phenomenon. Methods We conducted a qualitative study utilising a grounded theory approach. Twenty‐one women physicians participated in semi‐structured interviews. Data were recorded, transcribed and analysed through a process of constant comparison using grounded theory to extract themes. Results Junior women physicians were more vulnerable to gender discrimination and channelled to ‘ghettos’ through the seniority‐based, patriarchal, collectivist and business hospital culture in South Korea. Under pressure to excel at work, they had no work–family balance and experienced identity crises as competent doctors and mothers. They felt themselves to be ‘othered’ in multiple cultural contexts, including school ties, rankism and a culture of after‐work gatherings. Minimal levels of leadership aspiration created a vicious cycle of a lack of social networking and mentoring. Pursuing individual excellence, they attributed their struggles to personal choices and rarely sought organisational support. Conclusions The dynamics of cultural and social practices constantly and implicitly recreate mechanisms to maintain gender inequality in academic medicine in South Korea. Planned culture changes at individual, organisational and national levels are imperative to discontinue the vicious cycle that exists in the labyrinth of women physicians’ career development in academic medicine.
South Koreans work the longest hours in the world's developed countries. The current body of knowledge is built on western culture and does not sufficiently explain working hours in the South Korean context. Considering the differences between cultures and the cultural influence on employees and organizations, it is useful to understand the experiences of long working hours in South Korea. This phenomenology investigated the perceptions of 16 South Korean employees about their working hours and how individual and organizational contexts, influenced by national culture, are related to long working hours. We found that participants were, to some extent, positive about their long working hours. The factors that influenced working hours included individual affirmative attitudes, group cohesiveness, power dynamics, and ineffective routines and systems. We discovered that the working hours were rooted in both individual and organizational behaviors that are driven by the national culture. Our study contributes to HRD research and practices that incorporate social contexts and provides culturally effective interventions to promote well‐being in the workplace.
The Problem Although a continual nationwide drive to develop human resources has enabled Korea to achieve rapid economic growth, Korean society has recently faced several emerging social and economic issues at the national, organizational, and individual levels including a higher unemployment rate, a competency mismatch between the skills new employees possess and what employers require, and the required additional cost of reeducation. To address these issues, the Korean government and private organizations have cooperated to create a new government-private sector collaboration model called a work and learning dual system (WLDS). The Solution Our study explored how WLDS functions in the workplace and its influence on learning and performance outcomes at various levels through interviews with multiple stakeholders and documents collected from the organizations responsible for the implementation of WLDS. Twelve employees in the organizations were interviewed, and internal and external documents were analyzed. The findings were presented within the key dimensions of talent development by Garavan, Carbery, and Rock, and the outcomes were specified from multiple stakeholders at various levels. WLDS provides important implications for research on not only talent development but also human resource development (HRD) practices through public–private partnerships. The Stakeholders The findings offer several important practical insights for multiple stakeholders. HRD practitioners and policy makers in emerging markets can learn from this type of combined talent development program with structured off- and on-the-job-training. In terms of national HRD, they can strategically and systematically improve their talent development programs and cooperate with relevant governmental agencies.
Surveying participants' reactions remains the most popular approach to evaluate training programs. However, it is unclear how reactions are related to training contexts and outcomes. Using a multilevel analysis, this study examined the structural relationships among individual/situational characteristics, trainee reactions, and training outcomes in mandatory safety and health training programs. We analyzed data from 545 participants of 29 face-to-face training classes who completed three sequential surveys. The results revealed that pre-training motivation and the classroom setting are associated with reactions, and reactions are associated with participatory behavior, cognitive learning, and perceived transfer. Trainee reactions significantly mediated the relationships of pre-training motivation and the classroom setting with training outcomes. The significance of this study is identifying the roles of trainee reactions in training, applying a multilevel analysis in training research. K E Y W O R D S
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