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Since the COVID-19 pandemic, young people have found their development obstructed and in some cases paralysed. Young professionals have had to learn to adapt to this new environment, and they have also lost opportunities to enter the labour market. The main objective of this study is to measure the effectiveness of tools based on experiential learning, such as outdoor training accompanied by mindfulness, in improving the emotional skills of young Asian professionals and, potentially, help them break down the barriers of their environment. It also compares the findings with the young Asian professionals with young European professionals.

This study replicates the one used in the first study, in which the data were first compiled using a closed-ended questionnaire during an outdoor training and mindfulness. A sample of 46 Asian and 49 young European professionals completed a series of outdoor training sessions. The participants provided their self-assessments of their own emotional competencies. Pre- and post-sessions questionnaires were used to measure competencies of emotional intelligence among young professionals who have just finished their studies, as the current educational system was found to require young people to develop professional skills that they will need in employment in the near future.

The results show that outdoor training had a greater effect on the young Asian professionals than on their European counterparts, overall, and particularly in Teamwork competence. Finally, this tool was positively received in both segments.

One limitation of this study is that the Asian participants felt reserved when participating. Their cultural model includes a vision, education and politics that differ so much from European culture that it could have led to difficulties. They are not used to close contact with others or working as a team, and their character is more individualistic and independent (Hu, 2002). A second limitation is that (apart from the pre-activity questionnaire) the degree of cultural difference is not measured quantitatively but is based on a review of the literature and previous findings.

The research provides an underlying finding that addresses how the emotional competencies in demand could be developed at a more globalised level after a post-pandemic environment.

Very few studies have quantitatively confirmed its effectiveness, which is difficult, given the subjective nature of evaluation (Padilla-Melé ndez et al., 2014). Authors such as Barner (1989), Huszczo (1990), Lusher (1990), Bailey (1990), Fulmer (1992), Irvine and Wilson (1994) and Wagner and Campbell (1994) mention studies which implemented an outdoor training programme, but few studies attempt an objective evaluation. This study uses these tools in the Asian environment, after their application and confirmation of their measurability in Europe.

Adventure learning (AL) programs have strong support in the West but are only emerging in Asia. This study shows a cultural dimension – collectivism (specifically, a preference to work in groups) was negatively related to changes in two key teamwork attitudes – task‐participation and social‐support among a group of Asian AL participants. Despite this, absolute mean differences between post‐test and pre‐test scores were positive across the sample. Changes in the two teamwork attitudes predicted similar changes in team‐spirit, which in turn led to changes in organizational‐identification. Results also indicated that too much focus on member maintenance needs could detract from this identification. Overall, AL was shown to have a positive impact on the Asian participants.

The purpose of this paper is to explore the role of information communication technology (ICT) in small rural hospitality businesses. Although ICT is often presented as a means of reducing the impact of being rural, little is known about the extent or level of use of ICT. This paper addresses these issues.

The paper employs both quantitative and qualitative methods to gather and analyse data. The study had two stages: an initial survey to determine the extent and pervasion of ICT; and a second interview stage to explore the role and applications of ICT.

The authors find that 84 per cent of the businesses use ICT effectively, mainly to provide information and improve service quality. In addition, some firms had adopted very successful methods of using the internet for sales and marketing but ignored supply functions. The authors were surprised to find that ICT was seen as a way of enhancing personal service and that rather than a barrier, it was seen to promote quality of service. Moreover the respondents did seem to have used ICT effectively to overcome the disadvantages of location and rurality.

The survey was carried out in a single rural environment and this limits its generalisability. Nonetheless, the study develops some interesting issues about the application of ICT in the rural context.

The paper identifies the benefits derived from the enthusiasm of some rural business owners. They had recognised the efficacy of computing and can provide lessons in how to apply ICT to overcome distance.

The paper addresses a gap in research and offers some insights into the application of ICT in rural areas.

This study aims to highlight the value of stressful and challenging environments as a strategy to enhance learning and to provide an inventory of strategies for use in cases where participants experience anxiety‐related blockages to learning.

This article adopted a qualitative research strategy which consisted of a literature review which was then triangulated with a survey and practitioner interviews.

This paper describes the behaviour of anxious learners when faced with a stressful learning environment. It then reviews suggestions from the literature which indicate theoretical solutions to debilitating anxiety and, finally, reports on the techniques that trainers actually use when helping delegates to overcome anxiety‐related blockages to learning. The Yerkes‐Dodson law, and not Rohnke, would appear to be the foundation for the various “comfort‐stretch‐panic” models. Moderate levels of stress would appear to encourage and stimulate learning.

The findings are presented as an initial investigation only, and further work would be required to indicate if the experiences of this small sample are representative of the wider population of training and development practitioners. Further work is being undertaken to categorise approaches to resolving debilitating learner anxiety and to develop a simple practitioner‐oriented model which may assist trainers who face this issue.

Anxiety is idiosyncratic and therefore it is difficult to design programmes which provide optimum development opportunities for all delegates. The article provides practical guidelines for trainers who wish to make use of challenging activities but who, as a result, need occasional recourse to strategies to alleviate any temporary debilitating state anxiety that delegates might experience.

This paper investigates the role of anxiety on learning and makes the case for the inclusion of carefully‐managed challenging learning environments in contrast to the majority of articles which advocate supportive learning environments.

To examine the role of formal qualifications in the career development of contemporary hotel general managers in Scotland.

A questionnaire was used which provided a sound basis for comparing the opinions, performance and career paths of both formally qualified and unqualified general managers.

Key findings identified that formal qualifications were an integral part of career development. They facilitated career moves between companies and allowed prospective managers to “fast‐track” to general management status. Formal qualifications were considered particularly beneficial in developing those functional managerial skills required to succeed.

At this present time of change within the industry, the existing move towards a more business perspective in the role of hotel general manager may in fact be influencing the development of managers’ mid‐career. The actual importance today of food and beverage positions may be far less than it has been during the career development of those managers within the sample. If this proves to be the case, there may be a developing trend of managers entering from outside the industry, directly to general management positions. This poses implications for the seemingly “established” career path of hotel general manager through food and beverage functions and deputy/assistant managerial positions.

The conclusions may also present implications for educationists trying to meet the needs of the industry in developing effective managers and for individuals in the development of their careers.

This paper reports on the quintessential rural small firm, the tourist service provider and explores the impact of the recent foot and mouth outbreak. A theoretical framework is employed which proposes that many rural small firms capture and commodify the values that are inherent in the countryside. Part of this process is the portrayal of image and is an essential element of the new economy of signs and symbols. This image was critically challenged during the outbreak and thus affords us a unique opportunity to examine what happens, the impacts and effects, on small rural business when the image is tarnished. The findings show that small firms in rural areas suffered badly, even in areas where there was no disease. This leads one to argue that the effects of the disease were generated, less by fact, and more by the production of image. However, it was also found that rural small firms were extremely flexible in their responses to the crisis. In turn this seems to suggest that many small rural businesses may have a particular resilience which augurs well for sustainability.

Adventure training (AT) as a movement has its origins in outdoor‐based experiential programs such as “outward bound”. Recently, educators have questioned the educational value of the “outdoor” component of AT and there is an opinion that it is the novelty of the setting/activities and the provision of psychological (rather than physical) risk that are its key elements. With this in mind, indoor adventure training (IAT) offers new possibilities for management training and development. Indoor‐based experiential education removes uncontrollable outdoor factors such as climate, danger, emotional distress and the need for physical abilities. These outdoor factors can be replaced by educational drama elements that encourage engagement, fantasy and meaning through theatre form. In this paper the theoretical development of IAT is discussed and an outline is given of a revolutionary IAT approach that immerses participants in a themed dramatic experience with the purpose of developing such things as learning about teamwork, problem solving and communication skills.

This article investigates the meaning of experiential learning and relates this to the nature of cognition through the development of an experiential learning model based on information processing. This experiential learning model is then used as the basis for the design of a meta‐model – the learning combination lock (LCL). The LCL model provides for the first time, to our knowledge, a systematic process for the trainer, educator or developer to consider and select from some of the main ingredients of the learning process. It is not intended to be used mechanistically but rather as an aide‐mémoire which may also be added to and developed according to the considerations of the programme designer, the trainer or educator, and the needs of the learner.

To achieve change in the Australian red meat processing industry it is necessary to address the tyranny of distance in a dispersed industry, a culture of “firefighting” rather than root cause problem solving and a low investment in staff training and development. Internet‐based learning offers potential where off‐the‐job training is not feasible or efficient. Hence our decision to design a management development initiative for the industry. $LAM (pronounced “slam” – may be viewed at URL: http://www.bus.qut.edu.au/$lam/) is the name coined for the learning process that uses interactive Internet‐based decision support systems. $LAM integrates high quality content, state‐of‐the‐art instructional design principles and motivational strategies. The goal was the delivery of an industry specific cost of quality tutorial and activity based projects able to promote learners’ ability to formulate conceptual generalisations and promote change in developing new responses to industry issues.

This special “Anbar Abstracts” issue of the Journal of European Industrial Training is split into seven sections covering abstracts under the following headings: General Training Issues; Education & Students; Training/Learning Techniques; Training Technology; Skills Training; Management Development; Career/HR Development.