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Online learning becomes a trendy format for workplace training, particularly during the pandemic. This study aims to examine the effects of a technology-assisted self-adaptive training camp on employees’ learning process and acquired knowledge, and the relationship between employees’ knowledge gained and organisational growth.

The participants were 213 pharmaceutical representatives from a global pharmaceutical business in the Asia-Pacific branch who enrolled in a 21-day professional training camp. Their knowledge gained was calculated by pre-tests and post-test scores captured from an online training system. The company’s profits gained by employees were indicated by individuals’ quarter-over-quarter growth rates. Specifically, the authors applied a series of quantitative analyses to examine the relationship between employees’ knowledge gained, learning quality and organizational growth brought by individuals.

During the online training session, employees obtained increased professional knowledge significantly. The quality of employees’ learning process was a significant predictor of their learning outcomes. In addition, a positive correlation was found between the knowledge obtained by employees and the company’s quarterly growth rates. A followed-up regression analysis indicated that the greater knowledge improvement an individual achieved, the higher quarter-to-quarter growth rate brought by the individual to the organization.

The study provides educational insights for organisations to effectively train employees’ professional competency through online learning. The investigation on the 21-day camp shows that employees received higher-quality training, resulting in increased revenues and greater workplace flexibility. The findings have implications for supporting the integration of educational technology into workplace training to boost the competency development of employees.

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 purpose of this paper is to contribute to the literature of blended learning by practically implementing best practices in employee training.

In response to the Covid-19 pandemic, an organization had modified its training procedures over the course of three years to improve employee and organizational outcomes. Employee candidates who were onboarded into sales positions during the years 2019–2021 were given the opportunity to learn the content in an online format and subsequently evaluated prior to their in-person training and final evaluation to provide them with a self-paced blended learning experience. Both evaluation scores, along with the length it took to complete the trainings, were used to determine the trainings effectiveness and efficiency respectively.

The findings for the study showed that the organization was successfully able to improve upon the efficiency of the training by reducing training length and the effectiveness by improving employee outcomes.

The study’s design was limited to the probation process, which resulted in issues drawing conclusions for employee outcomes that were relevant to their long-term organizational success. This emphasizes the importance of comprehensive investigations for future practical studies.

The findings allow for the improvement of blended learning models within real-world organizational contexts that provide organizations with the opportunity to improve employee outcomes while reducing time costs.

This study provides data from applied blended learning procedures that were validated using empirical findings, which contributes to the practicality of blended learning in workplace training.

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.

This study aims to examine how incorporating gamification elements into an offline training program influences learner engagement and learning outcomes in a non-academic, organizational setting.

A randomized pretest–posttest control group experiment was designed to investigate participants’ levels of affective, behavioral and cognitive engagement (learner engagement), as well as their scores on a knowledge and skills assessment (learning outcomes) under two training conditions – traditional instructional strategy (TI) and gamification instructional strategy (GL). Training content, which was the same in both groups, included disease-related information, diagnostic expertise and product operational assistance. Participants (N = 98) were medical sales representatives from a multinational company.

Participants in the treatment group had higher levels of learner engagement in comparison to those in the control group. Additionally, participants in the GL group had outperformed their counterparts in the control group on the knowledge and skills assessment.

This is one of the first studies demonstrating how incorporating gamification elements into corporate training can improve medical sales representatives' learner engagement and learning outcomes.

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.

The purpose of this paper is to explore more agile and effective learning processes that help identify potentially high-performing staff during workplace training.

To test the efficacy of the learning-oriented assessment (LOA) process in workplace training, a pharmaceutical sales organization implemented an online training over three months that was modeled with the LOA process. During work hours, employees within the organization took two tests (one before and after training) as well as participated in training with essential work-related content, where they were given problem sets and scenarios to complete that would vary based on their responses. Their assessment scores, formative learning behaviors and quarterly revenue were recorded to determine the effects of the training.

The outcome of this study supported the theory that the LOA model would facilitate the acquisition and application of knowledge differentially between employees of the organization, and this knowledge would serve to improve the performance of the employees to the extent that it increased revenue.

This study was a field experiment that did not allow for the control of possible confounds. However, the real-world real people outcomes provide novel insights on best practices in workplace training.

The findings of this study showed the short-term effectiveness of the LOA process in professional knowledge acquisition and application in relevant skills that increase organizational revenue.

This study provides an applied understanding on the applicability of the LOA process in workplace learning and training which has not been previously investigated.

To commemorate the 13th anniversary of the Chinese Management Studies (CMS) and suggest future research directions, this study aims to present an overview of the CMS through a systematic bibliometric analysis from 2007 to 2019. The analysis emphasizes the trend of themes, structure of publications and citations, the most cited publications, the most productive authors, universities, countries and regions.

The study uses the data extracted from the Scopus database to present an overview; besides, it also uses VOSviewer and Bibliometrix software packages to visualize the intellectual network of CMS.

This analysis is based on 486 publications between 2007 and 2019. Results show that there is a rising trend in the number of citations to CMS. The researchers from China were the most frequent contributors to the journal, whereas researchers from the USA, Taiwan, Singapore and Australia were well represented. In addition, the results show that innovation, leadership, human resource management and corporate social responsibility have been the most important research themes in the journal.

This study offers an objective view of the CMS publication structure. The study’s findings can help the journal readers obtain a quick snapshot of the leading trends occurring in the journal. Furthermore, this study provides future research directions for the journals by underscoring important themes.

As the journal’s first retrospective, this study not only educates and enriches CMS’ global readers and aspiring contributors but can also be useful to its editorial board, as it provides several inputs in the form of future research directions to guide the journal’s progress.

This study aims to analyze the International Journal of Islamic and Middle Eastern Finance and Management (IMEFM) publication structure based on broad criteria including citations, authors, institutions, countries, papers and keywords using the Scopus database over a period of 12 years.

In this paper, the bibliometric technique is used to analyze the advancement of IMEFM. Bibliometrics is a research field of library and information science that studies bibliographic material with quantitative methods.

The results show a steady increase in the citation and publication structure of the IMEFM. That reflects its developing stature as a key academic outlet. The journal is advancing knowledge in Islamic finance and management research.

This study presents a macro view of the journey of IMEFM over the past 12 years. That presents the audience with an opportunity to understand the trend and focus of the journal.

Bibliometric analysis contributed to the theoretical development of the IMEFM journal in the following ways. First, it describes the evolution and intellectual structure by identifying and classifying the most common themes in the journal. More specifically, this analysis underscores two important milestones: IMEFM has emerged as a robust academic outlet, and its comprehensive focus on Islamic finance and other related areas. Furthermore, the bibliometric analysis of IMEFM’s citations and knowledge stock pattern summarizes the scientific community contributing to its evolution and development. Finally, this study’s results offer future research directions.

This paper aims to analyse the publication trend and trajectories of the Journal of Social Marketing (JSOCM) from its inception in 2011 to 2020.

The bibliometric approach is used to present publication characteristics. For so doing, the bibliographic data was extracted from the Scopus database.

The results show an increasing trend in the publication and in the number of citations. Moreover, the findings also revealed that although JSOCM received publications worldwide, countries from the developed world such as Australia and the USA are the most productive countries.

As the first retrospection of the journal, this study not only educates and enriches JSOCM’s global readers and aspiring contributors but may also be helpful to its editorial board, as it provides several inputs to navigate the way forward.