The present study defined "creative team learning" as the kind of team learning geared towards seeking creative results for the team as whole, and aimed to show its structure and influencing process. Responses from 198 survey subjects were subjected to factor analysis to identify conceptual elements, followed by covariance structure analysis. The conclusion can be summed up in two points. First, the structure and process influencing team learning with regard to creative results were confirmed. Overlapped learning, which is a basic activity aimed at improving the quality of reflection, was found to promote creative results through reflective learning. Similarly, new insights obtained through reflective learning were found to influence creative results through diversified learning. Second, the influence of the group characteristics on team learning and its results varied with team results. In preceding studies, task cohesion influenced team effectiveness. In the present study, however, group cohesion and duty orientation did not influence creative results except through team learning. Respect for individuals and personal interaction orientation had a direct influence on creative results.

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The effect of gender harassment in the workplace on job-related behaviors of working Japanese women, including organizational citizenship behavior (OCB) and organizational withdrawal behavior (OWB) was investigated through an on-line survey. Japanese women working in Japanese corporations (N = 500) participated in the study by responding to the survey. Results of hierarchical multiple regression analysis linking the frequency of experiencing gender harassment to job-related behaviors indicated that in working Japanese women (a) experiencing more frequent gender harassment at the workplace was associated with more frequent OWB and OCB; (b) higher evaluation of interactional justice at the workplace was associated with more frequent OCB; and (c) lower interactional justice at the workplace was associated with more frequent OWB under the commission model. Based on these findings in this study, we discuss the effect of gender harassment on job-related behaviors of Japanese women and future implications.

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The purpose of the study was to examine how executive secretaries learned from their experiences at work and what their learning experiences were. This study was conducted through semi-structured interviews with thirteen executive secretaries. Interview records were then analyzed with the Modified Grounded Theory Approach. The results of the analysis indicated that the learning process moved from Phase 1: "obtaining basic knowledge and abilities" to Phase 2: "acquiring specific knowledge of their bosses", "organizational knowledge relating to their bosses", and "knowledge of the whole company", and furthermore, to Phase 3: "prompt unlearning current role of secretary and being able to reconstruct new one". Finally, results indicated that the learning process moved back and forth between Phase 2 and 3.

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