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This study aims to explore relationships among supervisors’ socialization behaviors, newcomers’ socialization outcomes, organizational commitment, and work outcomes in three large companies in Korea.

The research was conducted via an online survey in three large firms in Korea. The sample comprised newcomers who had worked for more than six months but less than one year in these firms. The collected data were analyzed using descriptive statistics and structural equation modeling (SEM).

Derived from SEM, the study’s results confirmed a causal relationship between supervisor’s socialization behaviors and newcomer’s work outcomes, which was fully mediated by newcomer’s socialization outcomes. However, organizational commitment was observed as a mediating variable, not a moderating variable. All types of supervisors’ socialization behaviors were related to newcomers’ socialization outcomes. Providing appropriate feedback, supporting newcomers’ development and improving social relationships were most strongly related to newcomers’ socialization outcomes.

This study proposed a rationale for the potential effectiveness of supervisor socialization behavior training. Related variables such as supervisor training aspects and the effectiveness of supervisor training for newcomers’ organizational socialization could be examined further.

The study offers critical areas to consider when designing training programs focused on supervisors’ socialization behaviors. Human resource development practitioners should be aware of the importance of supervisors’ socialization behaviors for newcomers’ organizational socialization and develop a program to improve all types of supervisors’ socialization behaviors.

New areas of training and development for supervisors can be proposed to improve newcomer organizational socialization and, eventually, to enhance the work outcomes of newcomers.

This study aims to explore and classify the fragmentary findings of previous studies and improve understanding of the overall roles of supervisors in newcomer organizational socialization (NOS) and their relationships to NOS outcomes.

The study chiefly involves undertaking a literature review, with an emphasis on the perspective of human resource development (HRD). A structured literature review was conducted to identify and select articles through the Web of Science database.

Five important roles of supervisors during NOS – supporting training transfer, providing information, clarifying newcomers’ roles, facilitating sensemaking and providing feedback – were revealed from an examination of extant work. These roles markedly influence five different components of newcomers’ adjustment: task mastery, role clarification, organizational knowledge, social identification and social integration.

Although the concept of NOS used in this paper did not include all meanings of organizational socialization, the findings proposed key areas that require further study to enhance the understanding of supervisors’ roles for NOS.

The literature review suggests key efforts that supervisors should pursue to enhance the efficacy of newcomers’ adjustment. HRD professionals can use this information to design supervisor training programs aimed at enhancing supervisors’ knowledge and skills for successful NOS.

Studies have reported that supervisors markedly impact NOS and ultimately a newcomer’s success or failure. Relatively little work, however, has investigated how supervisors’ roles in the NOS process can enhance newcomers’ successful NOS outcomes.

The American Medical Association has recently adopted health systems science (HSS) as the third pillar of medical education to provide comprehensive and holistic patient care. The purpose of this paper is to propose a novel organizational learning perspective in considering how medical schools can facilitate a transformational HSS curriculum change.

This is a conceptual paper seeking to present triple-loop learning as a potential approach to HSS curriculum change.

Due to its potential for structural accountability and sustainability stemming from the inclusion of diverse voices, the authors argue that HSS curriculum change, guided by the principles of triple-loop learning, is likely to lead to the development of medical curricula that are more adaptive and responsive to the constantly changing health-care landscape. The authors advocate for the deliberate inclusion of stakeholders who have historically been excluded or marginalized in the HSS curriculum change process, such as patients and those in sentinel roles (e.g. nurses, social workers). The authors also suggest an integrated, multilevel transformation that involves collaboration among medical schools, accreditation organizations, licensing boards and health-care systems.

To the best of the authors’ knowledge, this paper represents the first attempt to apply the theory of triple-loop learning in the context of HSS curriculum change. It highlights how this critical systemic learning approach uniquely contributes to HSS curriculum change, and subsequently to the necessary, larger cultural changes demanded in medical education as a whole.