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E-training changed the employee experience with the help of virtual and online tools. This study aims to analyse the perceived impact of e-training on trainee experience and trainees’ self-assessment.

Data was gathered using a structured questionnaire from 853 employees of 30 Hydropower stations in North India. The partial least squares-structural equation modelling is used to test the relationships between study variables.

The result shows infrastructure and organisational support as the leading dimension, followed by trainer abilities and content/material/design to impact the perceived usefulness of e-training. The perceived trainee experience significantly impacts the e-training outcome as trainees’ perceived significant positive self-assessment.

Employees in select organisations indicate acceptance of the e-training. Hence, this study supports the applications of modern and emerging e-training tools as artefacts to support the learning and development of employees in select organisations.

This study explored the relationship between synchronous e-training and employee experience in the select power sector organisations previously dominated by traditional training tools.

The purpose of this paper is twofold: first, to introduce the overall situation of online teacher training in China, and then to analyze some typical state level e‐training projects; second, to describe the problems that most teacher training agencies (TTAs) have. Also, this article presents the background, process and achievement of a practical model – e‐Training Community (eTC) – which integrates the advantages of professional organizations and TTAs.

This article reviews literature related to Ministry of Education (MOE) policies and general reviews or reports about China's teacher e‐training. The case study approach is applied in this study. The e‐Training Community is a particular cooperative model developed by the Distance Education College of East China Normal University. A survey and interview are applied to gain deep understanding of this model.

E‐learning is an effective way for teacher education in China to meet the challenge of massive and routine training. The recent projects initiated by MOE show that the trend of e‐training is on the right track. However, China's teacher e‐training still has a long way to go because most TTAs still do not have the ability to implement e‐training by themselves. The eTC model presented in this article shows its strength in solving this problem.

The development of distance education needs professional guidance. How to integrate professional strength of universities and practical strength of local agencies is key to improving the overall quality of teacher e‐training.

This article introduces and analyzes the eTC model, which is a creative model in the field of distance education in China. This model is a good example for professional organizations to push the e‐learning practice.

The purpose of this paper is to highlight the factors that aid e-training adoption in the Nigerian civil service.

This paper is based on a review of past literature from databases, reports, newspapers, magazines, etc. The literature recognised the role of perceived cost, computer self-efficacy, availability of resources and perceived support in e-training adoption. Using technology acceptance model (TAM), this paper explained the importance of these variables in e-training adoption in developing country context.

The authors found that the combined role of perceived cost, computer self-efficacy, technological infrastructure, Internet facilities, power supply, organisational support, technical support and government support is critical for e-training adoption in developing countries, particularly in Nigeria. Thus, the authors proposed the combination of these variables which would encourage future research on the use of TAM in technology adoption.

This paper gives an elaboration of the role of computer self-efficacy, perceived cost, availability of resources and perceived support with TAM as base of the framework. This provides researchers the opportunity to test the proposed framework empirically and further suggest other variables that can aid e-training adoption in the context of developing country.

The result of this paper can serve as a guide to managers and policymakers to have a better understanding of the requirements for e-training adoption, especially in developing countries. This will go a long way towards designing good policies that could maximise e-training results.

This paper adds to the existing literature on e-training and TAM with the suggestion of proposed variables.

The purpose of this paper was to evaluate the effectiveness of sustainability information and strategies to change pro-environmental (pro-e) behavior with introductory environmental science laboratory students.

A one-group pretest posttest study was used to evaluate a two-hour workshop in which 30 participants were instructed in sustainability education and behavior change strategies. Participants implemented self-management strategies and tracked their energy use every week for two weeks following the pro-e training.

A significant difference between participants’ baseline and Week 2 energy use assessments was found. The results suggest that the pro-e training increased participants’ energy conservation behavior for their targeted device. Moreover, participants decreased their energy usage for other measured electronic devices, suggesting generalization of treatment effects.

A sizable savings in energy was realized across all participants and devices (approximately 300 hours). However, there was no control group in this one-group pretest posttest study and the effect of reactivity cannot be discounted.

This research suggests that behavior change strategies may be effective at improving pro-e behaviors. The relative ease and low cost of delivering the instruction, and minimal effort on the part of the participant to make behavior changes, provides a solid foundation from which to disseminate sustainability education.

This paper describes a preliminary evaluation of a behavior change approach to teach students about how to change their pro-e behaviors. Limited prior research has examined self-management to alter pro-e behavior.

This study aims to examine the impact of employees' satisfaction with human resource management (HRM) practices (i.e. training satisfaction, performance appraisal satisfaction and pay satisfaction) on work engagement and subsequently employee turnover intentions. The mediating role of work engagement between employee satisfaction with HRM practices and turnover intentions is also assessed.

Data were collected from Malaysian oil and gas (O&G) professionals. A total of 442 useable questionnaires were obtained for the final data analysis. Partial least squares structural equation modeling (PLS-SEM) was performed to test the hypothesised relationships.

The findings indicate that training satisfaction and performance appraisal satisfaction are the key drivers of employee engagement at work. Work engagement in turn has a negative impact on employee turnover intentions. Furthermore, work engagement mediates the relationship between employees' satisfaction with HRM practices (i.e. training satisfaction and performance appraisal satisfaction) and turnover intentions. Nevertheless, it did not have any mediating effect on pay satisfaction and turnover intention.

Training plans should be designed to make the relevant jobs more attractive and fulfilling, thus increasing employees' level of work engagement. Besides, ensuring that the appraisal system is fair is pivotal to work engagement. Work engagement will cultivate a strong sense of emotional attachment between employees and employers, thus reducing the turnover intention of Malaysian O&G professionals.

To date, little has been done on employees' satisfaction with HRM practices with respect to their attitudinal and behavioural outcomes. The present study enhances our understanding of the importance of employees' satisfaction with HRM practices and its relation to employees' work engagement and turnover intentions.

To investigate how the adult learner is valued in e‐learning corporate settings.

Case study methodology was used for this research. Four Fortune 500 companies that had active e‐learning initiatives for a minimum of four years were selected. Data for the development of the four cases were collected via semi‐structured telephone interviews. The questions that guided data collection and case development are: what is the e‐learning context in your organization?; How is the adult learner valued in the e‐learning environment?; What considerations must be addressed when valuing the adult learner in e‐learning environments within corporate settings?

Four case studies emerged from data collection and revealed that adult learners are being valued and supported in corporate e‐learning settings. A comparative analysis of the case studies with the Waight and Stewart conceptual model showed that the e‐learning teams are complying with all factors for the exception of transfer and return on investment.

A primary limitation inherent in this study is its inclusion of only four large corporations. Future investigation can extend understanding of how the adult learner is valued by researching more companies and their e‐learning teams.

These cases provide evidence that adult learners are being valued. They can serve as models for e‐learning teams in their efforts to value the adult learner in e‐learning within corporate settings.

Although a body of literature related to valuing adults in academic settings exists, little investigation has been done in corporate contexts. This study confirms that adult learners are valued in e‐learning in corporate settings.

Knowledge management has recently received considerable attention in the computer information systems community and is continuously gaining interest from industry, enterprises and government. As we move towards building knowledge organizations, knowledge management in combination with information management will play a fundamental role towards the success of transforming individual knowledge into organizational knowledge. In this framework, this paper discusses the key concepts of human‐computer interaction in knowledge management, identifies new challenges of knowledge management for Web‐based business and proposes a “user agent architecture” for knowledge management in e‐learning environments. User agents use artificial neural network technology and can be used in various e‐learning or e‐training environments, in order to provide them with means of managing information stored, filtering content and enabling better knowledge adoption on behalf of their users.

This study aims to research the usage of virtual reality as a tool to train employees in a changeover process in a company, and if it guarantees the same level of quality. Moreover, another goal is to understand how it can influence the machines’ availability, reducing the number of hours a machine is stopped to perform training sessions.

To achieve the goals proposed, the action research strategy was used. After defining the context and purpose, two full cycles were applied, composed by five activities: diagnosis, action planning, action taking, action evaluation and specify the learning.

The results are extremely satisfactory. On the one hand, it can be concluded that virtual reality is a reliable training tool, guaranteeing proper training to the employees. On the other hand, based on the previous point, the researchers were able to conclude that it is possible to increase machines’ availability, reducing by 50% the time needed to have the machines stopped to run a changeover training.

To the authors’ knowledge, this is the first study to use the action research strategy to develop a virtual reality simulation as a training tool for machines’ changeover in the automotive industry.

A common approach towards enhancing managerial effectiveness is to focus attention on improving the knowledge and skill of the manager, i.e. training. This approach assumes that the main barrier to effectiveness is some deficiency in the individual. A quick and simple approach to diagnosing problems associated with the manager′s role which arise from the way it has been defined and structured is presented that relies heavily on Mintzberg′s description of a manager in terms of a set of roles.