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Researchers have suggested that case library learning is an effective instructional method that promotes argumentation skills for ill-structured problem-solving. However, little research has examined scaffolding strategies to implement effective case library learning. The aim of this research was to examine the effects of indexing prompts as scaffolds on argumentation skills during problem-solving in case library learning. A quasi-experimental design was employed for the research. A total of 111 first-year students in a university across three sections in a career development course participated in the experiment. Participants were provided with three different indexing prompts: explanation-based indexing prompts (focused on self-explaining anomalies of individual cases), difference-based indexing prompts (focused on self-explaining similarities and differences between cases), and no prompts (allowing spontaneous self-explanations when studying cases). Learners' argumentation essays comprising initial arguments, counterarguments, and rebuttals were collected. The results found that learners who were prompted to generate mental indices outperformed the learners in the control group when constructing argumentation. More specifically, explanation-based indices were beneficial in making counterarguments and rebuttals, and difference-based indices were helpful when making rebuttals. These findings suggest that indexing cases based on both exploration of the anomalies of each case and comparisons between cases improves argumentation by facilitating case retention, retrieval, and reuse.

Purpose: The purpose of this study is to identify latent classes of work values that influence the career choices of Korean workers through a person-centred approach. Because work values may be diverse in individuals, investigating the various combinations of those values will help understand individual's decisions to take, maintain and leave a job. Design/methodology/approach: The authors used a total of 15,103 datasets collected at the national level in South Korea. Data were analyzed by using latent class analysis (LCA); a three-step approach was employed to address classification. Findings: As the results of this study, Class 3, "seeking balanced work values rather than income," presented the highest level of job satisfaction, whereas Class 1, "seeking job security and income," exhibited the lowest. Originality/value: Employing an assessment tool to identify the distinct combinations of work values that individuals possess and then providing them with appropriate training and development programs and customized Human Resource (HR) policies aligned with the classes will be essential tasks for HRD (Human Resource Development)/HRM (Human Resource Management) practitioners.

Purpose: The purpose of this study is to develop a reliable and valid measurement of employee learning agility for use in human resources development. Design/methodology/approach: This paper analyzed a total of 365 cases collected from Korean organizations. This paper conducted exploratory factor analysis, confirmatory factor analysis and Rasch analysis to validate the measurement. This paper conducted a measurement invariance (MI) test to confirm the generalizability of the measurement and used Harman's single factor test to assess the common method variance (CMV). Findings: This paper derived a learning agility measurement with six subfactors (Cronbach's [alpha] = 0.893). This paper verified that it could be applied equally to supervisors and subordinates using an MI test. Factor analysis confirmed the feasibility of CMV. Based on I-ADAPT theory, the learning agility measurement can be applied to assess not only leader competency but also general employee competency. Research limitations/implications: Practitioners may use this model of learning agility for developing competency-based training programs and evaluations. This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept. Originality/value: This study is meaningful because it extends the concept of learning agility. In particular, the MI test indicated that there are no differences between supervisors and employees regarding the utility of the concept. The concept in this paper is distinguished from other studies by applying the Rasch model from an item response theory perspective.

Compared to the significant development of creativity studies, individual creativity research has not reached a meaningful consensus regarding the most valid and reliable method for assessing individual creativity. This study revisited 2 of the most popular methods for assessing individual creativity: subjective and objective methods. This study analyzed 1,500 individuals to investigate whether the methods for assessing individual creativity affect the measurement outcomes of individual creativity. Findings indicated that subjective assessments have a smaller variance a higher mean and a moderate but significant correlation with objective assessment methods. Such differences can be motivated by social desirability, consistency motif, illusory superiority, and leniency biases. Based on these findings, this study highlighted the need to acknowledge how subjective and objective assessment methods may affect individual creativity assessment outcomes.