KJCKorea
Journal Central

This study examined how coaching leadership affects employees' innovative work behavior in Korean firms, and whether this effect is jointly shaped by leader–member exchange (LMX) and age through a moderated moderation model. Using survey data from 400 Korean employees, we found three key results. First, coaching leadership had a significant positive effect on innovative work behavior. Second, LMX significantly moderated this relationship. Third, the moderating effect of LMX was itself further moderated by age: when LMX was low, coaching leadership had a negative effect among older employees; when LMX was moderate, no effect emerged in any age group; and when LMX was high, coaching leadership consistently enhanced innovative work behavior across all ages, with the effect strengthening as age increased. These findings show that coaching leadership does not work uniformly but depends on the quality of the leader–member relationship and employees' age. Organizations should therefore develop coaching capabilities alongside trust-based LMX and age-sensitive leadership strategies.

This study compared the operational structures of healing and wellness programs in South Korea and proposed a typology that complements conventional resource-based classifications. Five institutions were selected through maximum variation sampling, and the representative program of each served as the unit of analysis. Data from participant observation, operator interviews, and public documents were analyzed across five dimensions: healing resource utilization, experience structuring, transfer to daily life, professional involvement, and operational sustainability. Experience structuring and professional involvement emerged as the key axes differentiating the cases. Within the resulting 3 × 3 classification frame, four types were empirically identified: professionally guided–parallel, professionally guided–staged, experiential–narrative, and medically linked–staged. Professional involvement and experience structuring did not necessarily increase together; experience structuring appeared to be associated with transfer to daily life; and standardized outcome evaluation systems were not identified across the cases. The proposed framework provides a basis for experience design, appropriate professional involvement, and systematic outcome evaluation in program development.

The purpose of this study is to conduct a scoping review of international literature on supervisory development programs in graduate education for supervisors and to identify the major content areas, modes of operation, and design elements of such programs. For this purpose, scoping review was conducted on 15 studies by applying Arksey and O’Malley’s five-stage framework. The analysis identified seven content areas of graduate supervisory development programs: institutional and administrative understanding, academic and research supervision, relationship building and conflict management with graduate students, reflection on supervisory practice and learning about supervisory types, co-supervision and supervisory communities, recruitment and selection of supervisees, and career guidance. The modes of program delivery varied, including face-to-face workshops, online education, and blended learning. Major design elements included the operational system, target participants, program structure and duration, and processes of development and improvement. Teaching and learning strategies included the use of case studies and scenarios, peer observation, peer feedback, and reflective essay writing. Program evaluation and the establishment of sustainability were also found to be major design elements. This study is significant in that it elaborates the concept of supervisory development of graduate supervisors and provides foundational information for designing and operating supervisory development programs for graduate supervisors in Korean higher education.