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Drawing on self-determination theory (Deci and Ryan, 2012) and Hew’s (2016) five-factor model, our study aimed to investigate the impact of two online training design factors (instructor accessibility and active learning) on learner’s self-efficacy and learning outcome amid the COVID-19 pandemic.

A randomized pretest-posttest control group field experiment was designed to assess participants’ self-efficacy and learning outcome of an online training program - territory business management plan, under three conditions: instructor accessibility, active learning, and controlled. Participants (N=87) were medical sales representatives from a Fortune-Global 500 pharmaceutical company’s subsidiary office in China. Data was analyzed with 2 (time) x 3 (group) MANOVA with time (pretest and posttest) as a repeated measure to investigate differences in changes in self-efficacy and learning outcome between three groups.

Overall, participants’ self-efficacy and learning outcome were significantly improved via the online training program for all three groups. Specifically, the impact of the training on learning outcome was the strongest for the active learning group, less strong for the instructor accessibility group, and the least strong for the control group.

Our research contributes towards understandings of the effectiveness of online talent training programs by examining two critical instructional design factors during a time of crisis. Our findings suggest that active learning (interactions with the training materials by purposeful self-reflection) might be a stronger predictor for increasing learning outcome than instructor accessibility (receiving feedback and tutoring sessions from the instructor) for online training programs.

The study examined the impact of feedback types through a learning management system (LMS) on employees’ training performance. The purpose of this study is to establish effective feedback on advanced technologies for promoting corporate training.

A total of 148 trainees were recruited from a multinational medical company. Employees were randomly assigned to receive feedback from shallow to more constructive details on their learning performance with LMS. Data sources included are employees’ goal setting (GS) performance evaluated by the experts and their posttest scores obtained from the LMS. A series of statistical analyses were performed to investigate the impact of feedback intervention on employees’ GS and their impacts on corporate training results.

GS has a significant impact on learning outcomes. Employees who set greater specific goals attained higher scores. Furthermore, feedback with more formative evaluation and constructive developmental advice resulted in the most significant positive influence on the relationship between participants’ GS and learning outcomes.

Organizations can benefit from delivering appropriate feedback using LMS to enhance employees’ GS and learning efficacy in corporate training.

This study is one of the first to examine the moderating effect of feedback provided by LMS on GS and online learning performance in corporate training. This study contributes to GS theory for practical application and proposes a viable method for remote learning. The current study’s findings can be used to provide educational psychological insights for training and learning in industrial contexts.

The purpose of this study is to propose and examine an integrated learning model for improving training effectiveness in workplace learning. Specifically, this study investigated the effect of achievement goal-setting intervention across three groups of new employees from a multinational medical company. During a three-day remote training program, the role of each achievement goal orientation (AGO) in goal setting intervention and their relations with trainees’ applied learning strategies were examined. This study proposed and validated an integrated training model for improving remote workplace learning effectiveness.

This study was based on two data sources, the pre- and posttests scores; time on task (deep learning: completing reflective practice) and time on content learning (surface learning: watching tutorials) retrieved from an adaptive learning platform. A total number of 133 participants were recruited in this study, and they were randomly assigned to three interventional groups. The intervention was grounded from the AGO theory and goal setting theory. A series of statistical analysis were conducted to examine the effect of each type of achievement goal setting as a prompt for new employees’ learning behavior and performance.

Results indicated that setting mastery goal at the beginning of the training program leads to productive learning outcomes. Compared with the groups being required to set performance goal (final rank) or not to set any goal for the training purpose, trainees’ who were assigned to set a mastery goal (final performance score) performed statistically significantly higher than the other groups. Additionally, learners who set mastery goal spent higher proportion of time on deep learning than learners from the other groups. The results proved mastery goal setting as an effective prompt for boosting workplace learning effectiveness.

Organizations and institutions can take setting mastery approach goals as a prompt at the beginning of the training to increase learning effectiveness. In this way, trainees are promoted to apply more deep learning strategies and achieve better learning outcomes while setting mastery goal for their training purpose.

To the best of the authors’ knowledge, this study was the first to combine the intervention of goal setting and types of AGOs into workplace learning. This study adds to previous research on goal setting theory and AGO theory for the practical application and proposes an effective model for learners’ adaptive remote learning. Findings of this study can be used to provide educational psychological insights for training and learning in both industrial and academic settings.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

The positive impact of training can be enhanced if learners set appropriate goals at the outset. By opting to pursue a mastery goal, learners are likely to engage more with the deep learning strategies that are associated with a broader range of desirable outcomes for both learners and their organization.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Emphasis on achievement goal orientation can enable firms to realize key earning outcomes from workplace training. Desired outcomes become considerably likelier when learners set a mastery-approach goal as opposed to other goal types at the outset of training.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This study aims to improve the offshore wind farm (OWF) site selection evaluation index system and establishes a decision-making model for OWF site selection. It is expected to provide helpful references for the progress of offshore wind power.

Firstly, this paper establishes an evaluation criteria system for OWF site selection, considering six criteria (wind resource, environment, economic, technical, social and risk) and related subcriteria. Then, the Criteria Importance Though Intercrieria Correlation (CRITIC) method is introduced to figure out the weights of evaluation indexes. In addition, the cumulative prospect theory and technique for order preference by similarity to an ideal solution (CPT-TOPSIS) method are employed to construct the OWF site selection decision-making model. Finally, taking the OWF site selection in China as an example, the effectiveness and robustness of the framework are verified by sensitivity analysis and comparative analysis.

This study establishes the OWF site selection evaluation system and constructs a decision-making model under the spherical fuzzy environment. A case of China is employed to verify the effectiveness and feasibility of the model.

In this paper, a new decision-making model is proposed for the first time, considering the ambiguity and uncertainty of information and the risk attitudes of decision-makers (DMs) in the decision-making process.

This study investigates the influence of personality traits on the personal digital hoarding behaviors of college students. Emotional attachment is included as a mediating variable, thereby enhancing the relevant theoretical frameworks associated with such behaviors.

A total of 370 college students were investigated using the Big Five personality scale, the digital hoarding behaviors scale, and a self-compiled emotional attachment scale. The collected data were analyzed using SPSS26.0 software.

Personality traits exerted a significant influence on individual digital hoarding behaviors, among which neuroticism (r = 0.526**), extroversion (r = 0.232**), and agreeableness (r = 0.233**) demonstrated notable effects. However, no significant correlation was found to link conscientiousness and openness with personal digital hoarding behaviors. Emotional attachment (r = 0.665**) significantly impacted personal digital hoarding behaviors. Regression analysis further showed that personality traits also affect personal digital hoarding behaviors through the partial mediating effect of emotional attachment. Dependency security was identified as a partial mediator of the effects of agreeableness and neuroticism on personal digital hoarding behaviors. Possession attachment was observed to be another partial mediator of the relationship between neuroticism and personal digital hoarding behaviors. Furthermore, fear of missing out was observed to partially mediate the effects of agreeableness and neuroticism on personal digital hoarding behaviors.

The generalizability of the self-compiled emotional attachment scale requires further verification in future research, as the selection of participants was relatively simplistic.

Our study showed the distinctive personality traits of individuals and their relationship with personal digital hoarding behaviors, along with the mediating role of emotional attachment. Our findings provide valuable insights for future personal information management and digital hoarding de-cluttering.

This research explores the influence of personality traits on the personal digital hoarding behaviors of college students and examines the mediating role of emotional attachment.

Mao Zedong was the representative figure in the Sinicisation of Marxism. At the beginning of the May 4th Movement, he advocated promoting the transformation of society by proceeding from the actualities of China and inheriting critically the legacy of Chinese and Western cultures. After he became a Marxist, he firmly resisted the tendency towards divination of the directives of the Communist International, and the Soviet experience of revolution, and tried hard to integrate the universal principles of Marxism with Chinese culture and Chinese revolutionary practice, thus opening up the way to the revolution in 1949. However, after the founding of the New China he patterned the economic construction on the Soviet model, and stressed criticism of the culture of the bourgeois, but dropped his guard against the pernicious influences of feudal society; so the historical sediment of the feudal culture became thicker and thicker under cover of Marxism, and finally there occurred the historical tragedy of the “Great Leap Forward” and the “Great Cultural Revolution”. The Third Plenary Session of the Eleventh Central Committee of the Chinese Communist Party repudiated the theoretical basis of the “Great Cultural Revolution” and brought in a new phase of political restructuring and cultural openness. The author holds that the evolution of Mao Zedong′s concept of Chinese and Western cultures should be studied and summarised, so that lessons may be drawn from it for the building of a socialist spiritual civilisation.

The purpose of this paper is to identify the relationship between knowledge transfer characteristics in alliance and alliance governance mechanisms, the influence of alliance governance mechanisms on knowledge transfer consequences and investigate the role of environmental uncertainty in knowledge transfer of alliance.

Survey data were collected mainly in high-tech industries of China, the firms in which often establish alliance for the purpose of learning and knowledge transfer often takes place in that alliance. Finally, 293 usable samples were included in subsequent analysis. Multiple regression analysis was used to examine the hypotheses.

The extent of relational (/formal) governance mechanism used in alliance has a stronger positive relationship with the extent of tacit (/explicit) knowledge transfer in alliance than with the extent of explicit (/tacit) knowledge transfer in alliance between them; environmental uncertainty impairs relational governance mechanisms and enhances formal governance mechanisms used in alliance; both relational and formal governance mechanisms could facilitate knowledge transfer in alliance; environmental uncertainty hinders knowledge transfer and negatively moderates the relationship between alliance governance mechanisms and knowledge transfer.

This paper finds the relationship between knowledge transfer in alliance and alliance governance mechanisms, and the role of environmental uncertainty, providing managers with direct implications about how to manage alliance with different knowledge transfer characteristics for the purpose of facilitating knowledge transfer in alliance; provides managers more details about the dark side of the environmental uncertainty in knowledge transfer, also reminds public policy-makers paying enough attention for the improvement of institutional environment to deal with uncertainty.