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The content of training (art-based method) and instructional strategies (blended learning) can improve business school students' creativity and attempts to determine how training can be maintained using longitudinal tracking. The study aims to answer (1) whether the incorporation of art-based methods enhances the creativity of students compared to traditional face-to-face (F2F) teaching, and (2) whether such creative training and blended teaching methods have a higher transfer of training.

This study adopted a two-stage design (1) it adopted a 2 × 2 (with or without art-based methods * blended teaching or F2F teaching) between-subject design of experiments with 221 participants and (2) a one-year follow-up study was conducted (participants who were employed for 6 months to one year after graduation) with 187 participants and their directors.

The results showed that the inclusion of art-based methods in the creative training of students strengthens creative ability of the students; there were no significant differences between blended and traditional learning. The authors examined the effect of transferring creative training through a questionnaire analysis of participants and employers of the participants. Self-regulated and self-directed learning positively influence motivation to transfer, which positively influences creative performance.

The higher the level of self-regulated and self-directed learning of students, the more effective the transfer of creative training is over time.

This study aims to establish a new model that elucidates the mechanism behind the long-term effects of creativity training. Previous studies have only explored influential positive factors when examining the transfer mechanism of creativity training. However, the transfer mechanism must encompass the negative factors of creative abrasion due to temporal dynamics.

The authors performed a two-phase survey of 284 trainees participating in the survey. During the first phase, 48 h of creativity training was provided to the advertising agency staff. Six months later, the second phase was performed. Researchers have conducted follow-up studies on the long-term effects of creativity training. The hypotheses were tested using structural equation modeling.

Based on the results, the mechanism behind the long-term effect of creativity training is as follows: motivation to learn, transfer design and transfer climate positively influence motivation to transfer (MTT), while MTT positively impacts overall individual performance. However, creative abrasion negatively affects MTT and individual performance.

Creative abrasion must be considered when the long-term effect of creativity training is explored, because it reduces the long-term effect of creativity training on trainees. Creative energy from one-time creativity training will be gradually worn away because of the abrasion caused by teamwork, group thinking and self-gratification.

The purpose of this paper is to investigate the relationships among job satisfaction, workplace friendship, knowledge sharing and service innovation.

This is an empirical study that targets electronic information engineers at the science parts located in Taipei, Hsinchu and Tainan (n=851), utilizing a survey questionnaire as the data collection instrument to test the relationship among the four dimensions.

The results indicated that: first, both job satisfaction and workplace friendship have demonstrated a significant effect on service innovation; second, knowledge sharing significantly moderates the effect of job satisfaction and workplace friendship on service innovation.

The present study adds value by examining the moderating effect of knowledge sharing. The results can contribute to the strategic planning of human resource development in order to enhance the capability of service innovation in the technological industry.

The purpose of this paper is to propose a model that captures the fuzzy events is proposed to find the optimal periods of warranty policies. The model considers repair and replacement actions in the warranty period.

The study transforms the reliability of a traditional set to a fuzzy reliability set that models a problem. The optimality of the model is explored with classical optimal theory. Also, a numerical example is presented to describe how to find an optimal warranty policy.

The study proves that the optimality of a warranty model can be used to find the optimal warranty policy in a fuzzy environment.

The model is useful for firms in deciding what the maintenance strategy and warranty period should be in a fuzzy environment.

Through investigating the relationship among human resource management (HRM), organizational learning (OL), organizational innovation (OI), knowledge management capability (KMC), and organizational performance (OP), the aim of this paper was to find a way of improving organizational performance through learning and knowledge.

A survey questionnaire was utilized to collect data. The population of this study included 659 employees from electronic industrial listed and over‐the‐counter listed technological companies in Taiwan (N=208, valid return rate 37.21 percent). Descriptive statistics, exploratory and confirmatory factor analysis, as well as structural equation modeling were used for data analysis.

The results indicate that: HRM strategies result in better organizational learning, organizational innovation, and knowledge management capability, which ultimately contributes to achieving organizational performance; organizational learning improves organizational innovation and accumulates knowledge management capability; organizational innovation results in knowledge management capability development, which contributes to the establishment of organizational development; and technological companies should utilize organizational knowledge in order to enhance organizational performance.

The generalization of the present study is constrained by the existence of possible biases of the participants, and the regional‐constrained data which were collected in and thus focused on Taiwan. Thus, the characteristics of the surveyed firms may be different from those in other areas or countries. Managerial implications are presented at the end of the work.

This structure has rarely been explored and the findings are particularly useful for management in helping to set human resource management, learning, innovation, knowledge management and organizational performance in a bigger context.

The purpose of this paper is to look at factors which result in improved attitudinal outcome (AO) through the proposal and empirical validation of a theoretical model. The model incorporates four major self‐perceived dimensions: personality traits (PTs), job characteristics (JCs), transformational leadership behaviors (LBs), and AOs.

This is a quantitative research using a survey questionnaire as data collecting instrument. Data collected from ten technological companies located in the Neihu Science Park in Taiwan (n=221) were analyzed using structural equation modeling.

Results reveal that both personal traits and JCs have positive yet insignificant effects on AOs. However, both factors significantly and indirectly influence AOs via transformational LBs.

This proposed model provides an overall framework which indicates how both intrinsic and extrinsic factors can affect the perception of LBs, which consequently plays a critical role in influencing employees emotionally. This structure has rarely been explored and the findings are particularly useful for management in helping to set leadership in a bigger context.

The purpose of this study is to propose a conceptual structural equation model to, first, investigate the relationships among knowledge management (KM) system quality, employees' self‐perceived social identification, trust at workplace as well as online knowledge sharing behaviors, and, second, demonstrate the direct and indirect effect of social identification and trust at workplace on online knowledge sharing from the perspective of KM system quality.

A questionnaire was distributed to 437 full‐time employees (n=437) from three technology companies in Taiwan. These companies have had years of experience in implementing KM systems. Data were analyzed by employing structural equation modeling.

The results show that: social identification and trust at workplace have a mediating effect on online knowledge sharing within organizations; trust at workplace is the stronger mediator than social identification; social identification has a positive and significant impact on trust at workplace; and there is significant correlation between KM system quality and social identification as well as trust.

Based on these findings, organizations in Taiwan that aim to maximize the effectiveness and efficiency of KM systems should find ways to enhance employees' self‐awareness on social identification and trust in the workplace.

The conceptual model provides useful information for managers to enhance knowledge sharing through the formation of social identification and promotion of trust at workplaces.

The purpose of this paper is to look at the relationships among factors which result in improved knowledge sharing, through the empirical validation of a theoretical model consisting of three dimensions: expected benefit in relation to knowledge sharing, trust at workplace, and employee knowledge‐sharing behavior.

This study targets three technological companies with a total of employees exceeding 1,500 (n=563), utilizing a survey questionnaire as the data collection instrument to test the relationship among the three dimensions. The structural equation modeling approach is used to test the proposed model.

The results show that trust at workplace has a mediating effect on organizational knowledge‐sharing behavior. It is also discovered that there is significant correlation between expected personal benefit through sharing knowledge and the development of trust at workplace.

This study contributes empirical data to the predominantly theoretical literature by offering a deeper understanding of the mediating effect of trust on employee's expected benefit for the purpose of knowledge exchange behavior within teams and among teams.

This study aims to propose a conceptual structural equation model to investigate the relationships among e‐learning system quality, e‐learning readiness, e‐learners' competency as well as learning outcomes, and to demonstrate the direct and indirect effect of e‐learning system quality and e‐learning readiness on learning outcomes from the perspectives of e‐learners' competency.

A questionnaire was distributed to 379 full‐time employees from ten technological companies in Taiwan who have had e‐learning experience (n=379). Data were analyzed by employing structural equation modeling.

Results reveal that both e‐learning system quality and e‐learning readiness have a direct and significant impact on e‐learners' competency. However, e‐learning system quality and e‐learning readiness influence learning outcomes indirectly through e‐learners' competency. In addition, e‐learners' competency has direct and positive significant influence on learning outcomes.

Based on these findings, organizations in Taiwan that would like to implement e‐learning with their employees should focus on improving individuals' online learning skills such as self‐direction, meta‐cognitive, and collaborative skills.

The findings created an understanding of what attributes of external and internal factors influence the outcome of e‐learning in high tech companies. In terms of research contributions, the study extends previous researches by identifying the mediating effect of e‐learning competency on the relationship between e‐learning system quality, e‐learning readiness and learning outcome. Organizations that would like to adopt e‐learning to improve employees' knowledge and skills will be able to apply strategies based on the findings from the research.

This paper seeks to propose a conceptual structural equation model to investigate the relationships among human resource management (HRM), organizational learning (OL), knowledge management capability (KMC) and organizational performance (OP) and to demonstrate the direct and indirect effect of HRM on OP from the perspectives of KMC and OL.

An empirical study is conducted in financial training centers in Taiwan and the collected survey data are used to test the relationships among the four dimensions expressed in the proposed structural equation model.

The results show that HRM has a direct and significant impact on OL and KMC. HRM influences OP indirectly through OL and KMC. In addition, OL and KMC have direct and significant influences on OP.

Only data from Taiwan were collected. Therefore, the results may not be easily generalized to other areas or countries, but are useful for managers' reference, especially for those whose circumstances are similar to those in Taiwan.

The conceptual structural equation model provides useful information for managers to enhance OP through the adoption of appropriate HRM, OL and KMC policies.

The study demonstrates how HRM indirectly impacts OP and illustrates the paths of influence through either OL or KMC.