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The purpose of this study is to identify to what extent individual-level factors (age, gender, participation in formal and non-formal education and levels of skills use at work) and country-level factors (social capital factors, national competitiveness and gross domestic product [GDP]) have contributed to older generations’ earnings in developed countries.

Utilizing the data from the Organizational Economic Co-operation and Development Skills Outlook 2013 survey, GDP and the World Economic Forum’s annual Global Competitiveness Report, this study adopted a multilevel path analysis method to measure cross-country-level effect of the study variables on older workers’ earnings.

Study results indicated that age, gender, non-formal education, use of influencing and task discretion skills at work at the individual level, and GDP, social trust, and higher education and training at the country level were identified as influential factors for older workers’ monthly earnings.

With more aging societies worldwide, the traditional view of the aging workforce has been affected by the desires and needs of the elderly. This study contributes to the literature by identifying what individual- and country-level factors should be considered for policymakers to improve the economic benefits of older generations living in developed countries.

The purpose of this study is to review the literature on liminal leadership, present a comprehensive perspective of it compared to other types of leadership, propose a conceptual framework of liminal leadership and provide a case on how liminal leadership addresses modern workplace issues in the ever-changing and competitive global environment.

This research is conceptual in nature. For this, the authors searched literature on organizational and leadership theories of liminality within organizational settings and analyzed various leadership perspectives to develop a construct of liminal leadership.

The comparative analysis revealed different and/or similar characteristics of liminal leadership with other types of leadership theories. On the basis of the comparative analysis, a synthesis of liminal leadership and a proposed conceptual framework to pursue future studies of liminal leadership are provided.

First, the notion of liminal leadership is emerging; few have been conducted to investigate the concept. Therefore, the authors’ approach to compose the theoretical background of liminal leadership is limited. Second, they drew a logical framework of leadership components a liminal leader might use from chosen leadership theories which had some kinship and likeness to liminal leadership. However, the comparative analysis of the relationship is limited because of the conceptually based nature of analysis. Third, the proposed model of liminal leadership is tentative and conceptual in nature. Empirical studies are needed to verify the psychometric structure and reliability of the model.

Despite its importance and a sense of urgency, almost no discussion on liminal leadership or liminality can be found in the field of HRD. The limited knowledge associated with liminal leadership places high value on the results of this study. This paper will provide a seminal base that may stimulate future human resource development (HRD) scholars. The purpose for this study is to contribute a conceptualization of liminal leadership as it applies to the field of HRD as leading and facilitating organizational changes.

The purpose of this study is to investigate the link between informal learning and employees’ in-role performance and whether the mechanism through informal learning mediates the relationships between self-efficacy, job characteristics, trust and in-role performance.

Based on data (n = 294) obtained from the firms with the Work–Learning Dual System in South Korea, a structural equation modeling (SEM) analysis was conducted.

The findings indicated that trust and job characteristics affected informal learning and informal learning mediates the relationships of trust and job characteristics with job performance.

The significant contributions of this study to the extant literature on informal learning are as follows: first, the present study investigates a mechanism and a mediating role of informal learning using SEM, while most previous studies in literature have employed qualitative research in informal learning. Second, this study explores the mediating role of informal learning between personal/job-related determinants of informal learning and in-role performance, which has not yet been examined in existing literature. Finally, this study provides practical implications regarding how organizations can facilitate more informal learning among employees to enhance their performance.