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South Korea sits at the center of one of the most innovative beauty industries in the world. Over the past decade, Korean skincare has reshaped global beauty routines by emphasizing prevention, ingredient transparency, and long-term skin health rather than quick cosmetic fixes. That philosophy is not abstract to me. A significant portion of my own skincare routine already relies on Korean products, and through my experience working in beauty retail and creating beauty content, I have watched K-beauty move from an emerging curiosity to one of the most influential forces in global cosmetics. 

That personal connection is part of why the opportunity I have been presented with is interesting to consider. The role would place me in South Korea working in beauty marketing, but the objective would not be helping Western companies enter the Korean market. The strategy moves in the opposite direction. Korean beauty products have already gained enormous attention in the United States, largely through social media, where skincare routines, ingredient education, and product reviews circulate widely online. Largely sold online, Korean beauty has only recently entered American beauty retailers, but these brands still occupy relatively small sections of shelf space compared with their influence on consumer trends. The opportunity would involve helping Korean beauty companies expand their presence so that the scale of their retail visibility better matches the demand that already exists.

Evaluating, in part, whether to accept the assignment requires understanding the cultural and market environment in which the Korean beauty industry operates. What makes that environment distinctive, in many ways, is the uniqueness of the Korean market itself. Hofstede’s cultural dimensions, introduced in the course lectures (Cieri & Turner, 2026), provide a framework for understanding cross-cultural differences, while Seoha Lee (2023) applies these dimensions to explain several characteristics of the South Korean market, directly comparing South Korea and the United States. In Lee’s analysis, Korea’s stronger collectivist orientation helps explain why consumer decisions often circulate through social groups and online communities rather than remaining purely individual choices. Higher uncertainty avoidance also shapes the market by increasing the demand for detailed information, ingredient transparency, and reliable product performance before consumers adopt new products. The masculinity-femininity dimension helps illuminate the cultural importance placed on presentation and appearance, which contributes to the prominence of skincare within everyday life. Analyzing these dimensions helps to explain why the Korean market operates differently from the American market and why understanding those cultural patterns becomes important when evaluating the possibility of working there.

That environment has also helped shape the Korean beauty industry into one of the most innovative in the world. Because consumers expect transparency, evidence, and results, companies invest heavily in formulation testing and product development, helping establish the reputation Korean beauty products now hold for quality and performance, and creating a strong opportunity to expand their presence in the U.S. market. As in the United States, skincare routines are openly discussed across social platforms in Korea; however, ingredient literacy among Korean consumers is unusually high compared with many Western markets. The constant scrutiny placed on brands pushes companies to improve quickly, helping explain why Korean skincare has produced so many widely adopted innovations over the past decade.

Cultural differences extend beyond consumer behavior and become visible in the structure of the workplace itself. Korea reflects a higher power distance than the United States, which influences how authority and hierarchy are perceived within professional settings (Lee, 2023). Workplace culture in South Korea is shaped by expectations around hierarchy and seniority, which influence communication and decision-making within organizations. Anyone working in that environment would need to understand those dynamics before attempting to influence strategy or operations. My undergraduate background in psychology, sociology, and anthropology has trained me to approach cultures that way; observing how systems function before assuming that outside practices should replace them. That perspective is particularly important in international work, where successful collaboration depends on understanding how local systems already operate.

Of course, accepting an international assignment involves more than understanding the industry. Clouse and Watkins (2009) emphasize that overseas leadership roles often fail when individuals underestimate the personal and cultural adjustments involved in relocating abroad. Successful expatriate assignments usually depend on several practical factors: stability at home, the ability to build credibility within the new organization, and a willingness to learn how local systems operate before attempting to introduce change.

Those considerations would play an important role in evaluating this opportunity. My husband’s military career involved years of being stationed internationally, which means adapting to new environments is something our family already understands. My children are also largely grown, reducing many of the logistical challenges that often accompany international moves. These circumstances make the possibility of working abroad far more realistic than it might otherwise be.

Professional approach would matter just as much as personal readiness. Leaders entering international roles sometimes try to diagnose problems and introduce solutions immediately. Clouse and Watkins (2009) argue that this approach can undermine credibility. Listening first, observing how teams operate, and building relationships before attempting to influence strategy often produces far better results. In a market as culturally specific as South Korea, understanding how Korean beauty companies already succeed would be essential before attempting to expand those strategies into new markets.

South Korean beauty brands already have a presence in the United States, but that presence remains much smaller than their influence on consumer trends would suggest. Accepting the assignment would depend on more than whether the industry interests me. I would need confidence that the role was structured in a way that made expatriate success realistic. That would mean entering an organization with enough support, preparation, and time to learn how Korean teams operate before trying to scale anything in the American market. It would also mean approaching the assignment the way Clouse and Watkins (2009) recommend, by building credibility through questions, observation, and local insight rather than assuming I already know the right strategy. Family stability would matter as well, since the readings make clear that international assignments often fail when the home foundation is unstable or when the disruption of relocation is underestimated (Cieri & Turner, 2026; Clouse & Watkins, 2009). Compliance and cultural judgment would matter just as much, because working internationally requires understanding where local business norms end and where ethical or regulatory risks begin. If those conditions were in place, the assignment would make sense as a serious professional move, not simply because I care about Korean skincare, but because it would allow me to help scale an already influential category from limited retail visibility into a much stronger position within the American beauty market.

References:

Cieri, M., & Turner, M. (2026). MGMT 553: Human Resources Management, Lectures 3–5. Oregon State University.

Clouse, M. A., & Watkins, M. D. (2009). Three keys to getting an overseas assignment right. Harvard Business Review.

Lee, S. (2023). Analyzing Korean customers with Hofstede’s four cultural dimensions. Localization Institute.

There is a persistent stereotype surrounding Type A personalities. The term often brings to mind someone who is impatient, overly intense, or constantly stressed. I have long known that I have a Type A personality, so taking the survey mostly confirmed something I already understood about myself. Anyone who knows me or has worked alongside me would likely recognize those traits immediately. I am driven and ambitious, and once I commit to something, I pursue it with an intensity that doesn’t leave much room for doing things halfway. I hold myself to high standards and can be a perfectionist when it comes to the quality of my work. I care deeply about doing things well and following through on what I start.

The stigma surrounding Type A personalities often extends beyond stress. The label carries assumptions that someone with these traits must be bossy, domineering, controlling, or difficult to work with. In reality, the same qualities that make someone Type A are often the reasons others rely on them. For me, that reliability comes from taking myself, my work, and what I contribute to the world seriously.

I scored relatively high on The Life Stress Inventory, but it did not reveal anything entirely new to me about myself, largely because of my background in psychology. I originally pursued my bachelor’s degree in psychology to better understand how my own life experiences shaped my behavior, stress responses, and coping strategies. Because of that background, I have spent years reflecting on how I respond to pressure and what helps me maintain balance. What the inventory reinforced, however, is how cumulative life changes can increase stress. Over the past year, I have experienced several major transitions at once, including leaving a demanding career, changing my professional direction, beginning graduate school, and navigating health challenges. Even when life changes represent growth, adjusting to multiple transitions at the same time can elevate stress.

What surprised me about the Life Stress Inventory, was how many of the coping strategies on the list are ones I practice regularly. Reading helps me mentally reset, and music has always been a constant in my life. Listening to music quietly in the background while studying helps me stay focused rather than distracting me. Self-care is a non-negotiable for me; taking time for my beauty and skincare routine morning and night creates moments of calm during an otherwise demanding schedule and helps me regain focus and perspective. During that time, I also practice affirmations, which the inventory identifies as a helpful coping strategy.

According to the American Psychological Association, work is consistently cited as one of the most significant sources of stress for Americans, and working hard should not be confused with overworking at the expense of relationships and physical health (American Psychological Association, 2024). Although I am currently a full-time graduate student rather than working in a traditional workplace, graduate school functions very much like my workplace. It requires sustained effort, time management, and meeting demanding expectations.

Interestingly, I feel less stressed now than I did in my previous career because the connection between effort and outcome is clearer. When I invest time in understanding the material and applying it correctly, the results appear directly through feedback and grades, which makes the stress feel purposeful rather than draining.

Organizations are also increasingly recognizing that stress is not only an individual issue but an organizational one. Seaverson (2025) explains that employees experience lower levels of stress and burnout when workplaces prioritize clear expectations, supportive leadership, and psychological safety. When people understand what is expected of them and feel supported by the environment around them, work becomes far less stressful. I think this is part of why I feel much less stressed in my new role as a graduate student than I did in the career I left. Oregon State University not only provides knowledge through coursework like this class, but also offers a wide range of resources and support systems that make the learning environment feel structured and supportive rather than overwhelming.

The APA suggests developing healthy responses to stress, setting boundaries, and taking time to recharge. I avoid unhealthy coping habits. I do not drink to manage stress or rely on destructive outlets. I don’t commit to doing things I don’t want to do. I set aside one day each week away from schoolwork to reset my mind and body, and meet regularly with a therapist, which helps me process stress and maintain perspective.

References:

American Psychological Association. (2024). Coping with stress at work. https://www.apa.org/topics/healthy-workplaces/work-stress⁠�

Seaverson, A. (2025). Why it’s critical for organizations to care for their employees. WebMD Health Services. https://www.webmdhealthservices.com/blog/why-its-critical-for-organizations-to-care-for-employees/

I joined a retail company that I genuinely loved. I had been a loyal customer for years before I ever applied. I believed in the brand, the culture, and what it represented, so stepping into a management role there felt personal. Compensation was part of the equation, but it was never the whole equation. The pay felt aligned with the scope and authority of the position I was hired to perform.

Compensation operates as part of a total reward system that includes both extrinsic and intrinsic components (Lecture 1), and at the beginning both were intact. The salary provided financial stability, which corresponds with the foundational levels of Maslow’s hierarchy of needs. Maslow was introduced in Lecture 5 as a needs-based theory of motivation, and although it was not expanded on in depth there, I am highly familiar with it from my background in psychology. Once basic and security needs are met, motivation tends to move toward belonging, esteem, and growth. Working for a company I already cared about satisfied more than financial needs. It created psychological attachment. 

Lecture 1 notes that intrinsic rewards, the intangible psychological and social effects of compensation, influence attachment to the organization. That was true for me. I felt connected to the mission and invested in the team. Because the exchange felt fair and the attachment felt real, I worked accordingly. I took on additional responsibilities and operated beyond the minimum expectations of the role because I believed effort and advancement were connected. Compensation influenced my behavior because it signaled how the organization valued my expanded contribution.

The imbalance developed later. My direct supervisor was removed, and much of that work was placed on me. The scope and complexity of my responsibilities increased significantly. The compensation, title, and authority did not. Distributive justice concerns the fairness of outcomes, and procedural justice concerns the fairness of how decisions are made (Lecture 1). The outcome remained fixed while the role expanded, and there was no structural recalibration of the position. 

Equity theory provides a clear explanation for what followed. Employees compare their inputs and outcomes, and when the ratio becomes unequal, they attempt to restore balance (Lecture 1). My inputs increased substantially. The outcomes did not. Equity theory outlines responses such as reducing effort, seeking adjustment, or leaving (Lecture 1). Compensation became the visible symptom of a broader organizational misalignment between role, authority, support, and expectations. When the exchange no longer made sense across those dimensions, I left. 

Kerr argues that organizations often reinforce behaviors different from those they claim to value (Kerr, 1975). Initiative and leadership were praised, yet absorbing higher-level responsibilities without structural recognition was what was reinforced. Over time, both the extrinsic and intrinsic components of the total reward system weakened. Research also shows that employees’ intent to leave is strongly influenced by how fairly and transparently compensation decisions are communicated (Smith, 2015). At the beginning, the compensation structure and the role were coherent. Later, they were not. 

Leaving was deeply emotional. I was not walking away from just a paycheck. I was walking away from a company I had admired long before I worked there. The experience did not just end my employment relationship. It altered my attachment to the brand itself. Lecture 1 connects intrinsic rewards to organizational attachment, and once those intrinsic elements eroded, the attachment eroded with them. I no longer shop there. That outcome is not about resentment. It reflects how closely compensation structure, fairness perception, and psychological attachment operate together. When the exchange no longer felt equitable across both tangible and intangible rewards, the employment relationship ended, and so did my loyalty as a consumer.

 

REFERENCES:

Cieri, M., & Swift, M. (2026). Lectures 1 and 5. GMT 553 Human Resources Management, Oregon State University.

Kerr, S., (1977) Folly of Rewarding A While Hoping for B, Academy of Management Executive

Smith, D. (2015). Most people have no idea whether they’re paid fairly
Links to an external site.. Harvard Business Review

Some trainings stay with you long after you leave the organization. Others make you question whether the organization ever understood development in the first place.

The most influential training of my career was the University of Lending, a week-long, off-site seminar hosted at a dedicated training facility. Before attending, I did not truly understand credit, lending structures, or how credit unions sustain themselves financially. My manager saw potential in me and sent me anyway. That decision changed the direction of my career.

The program was led by Bob, an experienced and dynamic instructor who made complex material accessible without watering it down. The training was immersive. We worked through real lending scenarios, analyzed credit profiles, debated risk decisions in small groups, and role-played member conversations. We learned the differences between consumer and mortgage lending. It required active participation. Even though I had to travel and commit an entire week to it, I looked forward to being there every day. Bob’s training reflects Lecture 4 examples regarding development: he used formal education to teach industry-specific knowledge, exposed us to how other credit unions operated, and tied loan production directly to organizational sustainability in a way that motivated performance rather than just delivering information (Swift & Cieri, 2025).

The foundation of the program was service-minded lending. We were taught that lending is not just about approving or denying applications. It is about helping members build financial stability while ensuring the credit union remains financially sound. That perspective connected the technical side of lending to a broader responsibility. It gave meaning to the work.

When I returned to my branch and began applying what I had learned, everything came together, and I became a capable consumer loan officer. I attended the University of Lending a second time after I had real-world experience behind me; that second training deepened my understanding and ultimately helped elevate my skills.

I went on to become one of the top-producing consumer loan officers and the top mortgage referrer in the credit union. What began as skill development quickly expanded into something larger. The training introduced me to the mechanics of business. I began to understand how credit, interest income, risk, operations, and leadership intersect. I discovered that I loved lending. I loved understanding how money works. I loved helping people improve their financial well-being.

The experience did not end with that one seminar. I completed approximately fifty additional CUNA credit hours on my own initiative because the training sparked a genuine interest in learning more. My managers supported that effort. I sought mentorship within the underwriting department, worked closely with experienced underwriters, and eventually became an underwriter myself. Development continued well beyond the initial event.

Lecture Four’s discussion of formal, off-site education that builds industry-specific knowledge and critical thinking is reflected clearly in this experience. The Ellis et al. (2017) onboarding research also emphasizes that development succeeds when employees are supported and encouraged to take ownership of their growth. While I was not new to the organization, I was new to lending. I asked questions, pursued additional training, and leaned into mentorship opportunities. My supervisors reinforced that effort. The organization invested in me, and I invested in myself.

That single training opened the door to business as a discipline. It led me to pursue my individual mortgage license, where I scored a 92 on the national exam. It is also the reason I ultimately decided to pursue a master’s degree in business. My interest in finance, leadership, and organizational systems began at the credit union. The University of Lending was the starting point.

In contrast, my experience at a national beauty retailer as a higher-level manager showed what happens when onboarding lacks structure and follow-through.

I entered the organization enthusiastic and confident in my ability to lead. During recruitment, the company emphasized rapid advancement and internal mobility, and I was told this role would position me for elevated opportunities. That promise influenced my decision to leave mortgage lending. However, once I began, the onboarding experience did not reflect those expectations. There was little structure, minimal leadership guidance, and no sustained development, and the gap between what was promised and what was delivered became clear quickly.

Ellis et al. (2017) note that organizations may need to invest up to a year helping employees integrate in order to capitalize on the skills and excitement they bring. They also emphasize that the first three to six months are critical for role clarity, social connection, and retention.

In this case, onboarding consisted largely of online modules followed by immediate immersion into operations with limited structured coaching. Managers themselves lacked consistent guidance. There were few sustained check-ins, minimal mentoring, and little coordinated development. Questions were often redirected to internal systems rather than addressed through direct supervisory support.

Although I worked to perform at a high level, the system did not provide the scaffolding described in the research. Turnover was significant. Role clarity was inconsistent. I ultimately resigned one day after my one-year anniversary. The timeline aligns closely with the research warning that without sustained onboarding and supervisor support, early enthusiasm does not translate into retention.

Leaving that role felt like failure at the time. It also forced reflection. I realized that what I valued most was not the product category, but structured development, leadership, and business systems. That recognition pushed me to formally pursue my master’s degree in business.

Both experiences shaped my career. The University of Lending built competence, confidence, and a long-term passion for finance and business. The onboarding failure at the beauty retailer demonstrated how quickly talent can disengage when development is inconsistent and unsupported. Together, they illustrate that development and onboarding are not administrative processes. They influence performance, retention, and long-term career direction.

One organization invested intentionally and developed talent. The other relied on fragmented onboarding and ultimately lost it.

References

Ellis, A. M., Nifadkar, S. S., Bauer, T. N., & Erdogan, B. (2017). Your new hires won’t succeed unless you onboard them properly. Harvard Business Review.

Hira, N. A. (2007). The making of a UPS driver. Fortune.

Cieri, C., & Swift, M. (2025). Lecture 4: Development. Human Resources Management, Oregon State University.

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