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Purpose: The purpose of this paper is to identify influential workplace engagement interventions that were initiated by managers over several years as revealed in many studies. Also, an action learning guide is offered for an individual manager to use such interventions with the employee in shaping activities to assist employee learning and performance improvement which may result in greater workplace engagement. Design/methodology/approach: The first step was to examine the research literature on: the meaning of workplace engagement along with theory bases for it, the framework for stimulating employee engagement and information about action learning in the workplace. Second, was the identification of manager/organization interventions found to result in employee assessment of their own positive growth in workplace engagement? Third, we offer a practical, action learning approach. Findings: An action guide is presented as an example of a method to assist a manager working with, in this case, a single employee. The guide is grounded on empirical research, mostly meta-analyses, and reflects positively assessed workplace engagement interventions. Originality/value: In the performance management, human resources and training domains there is limited research and/or examples of practical guides for managers to use to link guidance with efforts to apply specific interventions to support employee workplace engagement. This paper provides the manager with a path to assist employees. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to demonstrate the linkage of case-based instruction with the enhancement of self-regulated learning of employees. Specific objectives are to review and describe: some characteristics of adult learning, features and functions of self-regulated learning (SRL) and the instructional approach, case-based learning (CBL), followed by a synthesis of the information in the form of a detailed, CBL approach for practitioner use. Design/methodology/approach: The approach used in this work is represented in the following phases. First, conduct a literature review of each of these areas: characteristics of adult learners, details of SRL and its components, accompanied by the expression of linkages among the concepts and CBL. This includes exploration of metacognition, as it relates to the self-regulation of learning. Also reviewed was CBL, including theory background. Literature reviews were aided by databases: Education Research Complete, Psych Info and ScienceDirect. The second substantive phase was to synthesize the information obtained in the reviews and analysis and create a detailed design presentation for using CBL with trainees. Findings: The findings of the analysis and synthesis of information enable the expression of a complete, detailed approach to the application of CBL for practitioner use. A review of practices in CBL augmented with examination of important theories of situated cognition and constructivism assist in building a rationale as to how case-based instruction may improve individual and team/group self-regulation of learning. Practical implications: Presented in the paper is a complete model of case-based instruction for practitioner use and refinement. Originality/value: Case-based instruction has not been directly linked to the self-regulation of learning. This paper makes a contribution to the literature of CBL as well as to situational cognition. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore the potential benefits of integrating self-regulated learning with skill charting, a training and development tool. The following areas are examined: manager-as-coach, self-regulated learning, and skill development through skill charting.Design/methodology/approach This discussion of manager stimulation through the integration of self-regulated learning and skill charting is based on an extensive literature review of recent research as well as that done by the authors.Findings There are many practical opportunities for managers to enhance self-regulated learning of employees using skill charting. Because self-regulated learners tend to reflect a growth mindset they are more likely to engage in performance improvement, change and innovation. These personal characteristics are highly valued by most managers as they may provide a competitive advantage for organizations. Managers, acting as coaches with individuals or small groups, can be instrumental in helping employees to internalize self-regulating learning practices at the same time the employees participate in learning important job skills. The approach offered here also encourages team-building skills, knowledge acquisition, and employee engagement.Originality/value This fresh look at an integration of self-regulated learning with the skill-charting approach offers specific, practical suggestions for manager stimulation of self-regulated learning. [ABSTRACT FROM AUTHOR]

Purpose – The purposes of this paper are to: help managers and other practitioners learn about voluntary, helpful employee behavior; provide examples of how such behavior is manifest in everyday work situations, and demonstrate how to assess the behavior for recruitment and selection. A brief study is presented that demonstrates how valid and reliable measures may be used to identify employee predisposition for voluntary, helpful behavior. Design/methodology/approach – Two substantive components of this work are: a detailed literature review that describes and demonstrates the elements of voluntary, helpful behavior (v-hob); and a report of a brief correlational study that demonstrates how two short surveys may help in predicting employee voluntary, helpful behavior. Findings – Literature review reveals that v-hob is related to many positive employee outcomes among which are better work performance, more positive relationships with co-workers and managers, and lower turnover, as contrasted with employees-in-general. The study undertaken reveals two measures: job dedication, and contextual performance are valuable in predicting employee v-hob. Research limitations/implications – In the survey portion of this paper the sample size is relatively small yet amenable for statistical analysis. Study participants are representative of a single academic discipline and are representative of the same university. The two survey tools used have repeatedly been shown to have validity and reliability. Practical implications – This paper offers a detailed view of employee helpful behavior and it helps managers develop ways to assess one ' s proclivity for the behavior. Originality/value – This paper helps managers, HR specialists and others attain knowledge on the expression of employee v-hob. Two survey tools are provided to help identify employees who may be predisposed to offer this desirable behavior. [ABSTRACT FROM AUTHOR]

Purpose – This article demonstrates how the performance improvement process, performance templates, may be used for both manager and employee learning. The paper explains the concept, offers theoretical support for it, gives evidence of the efficacy of the process, and explains, in detail, how the process may be applied.Design/methodology/approach – The approach is to present or demonstrate what performance templates are and how a manager and a group of employees work together to create them and use them in the field. The paper presents the approach, explains how it connects with theory, offers empirical support for performance templates, and gives a sequence of events as to their creation and use.Findings – The findings indicate that, in general, the learning and performance approach, performance templates offer an influential and practical tool for both manager and employee learning, and consistent performance improvement. The approach has many applications, although recent research relies mostly on its use in sales organizations.Research limitations/implications – Primarily, the performance template approach has been used with small samples of learners. In the extant studies of the approach, small sample sizes limit the value of statistical analysis.Practical implications – The approach has not been tested with large employee groups (more than 25). The method is labor-intensive and time consuming. Large groups of participants would compromise the use of the approach as individual employee participation could be limited.Originality/value – Performance templates add to the arsenal of tools and methods available to trainers and managers. There is some empirical support for the approach. Performance templates represent both a learning approach and a performance improvement approach as managers and their employees work jointly to create learning and change. [ABSTRACT FROM AUTHOR]

Purpose – The purposes of this article are to familiarize the reader with scenistic learning tools, provide theory bases for the tools, present details for use of the tools in an organization, and offer details with reference to the efficacy of scenistic learning tools.Design/methodology/approach – The approach taken is to provide sufficient information for a practitioner to apply scenistic tools with confidence. The paper provides the background and explicit details for using scenistic tools in practice.Findings – The findings demonstrate positive effects of training with scenistic tools. The effects are limited to specific areas.Practical implications – Several different instructional and/or training approaches may come under the rubric, scenistic, to include case analyses, use of critical incidents, story board and others. This article offers a complete model of how to create and apply a scenistic approach in an orchestrated manner to achieve positive change in an organization.Originality/value – The article demonstrates how managers, training staff, and employees (trainees) work in a partnership to create and apply script-based practice guides and interventions to assist in solving actual organizational issues and problems. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to present: the concept of voluntary, helpful organizational behavior (V-HOB); research results regarding how one subset of future business employees, accounting students, may be predisposed to such behavior; and practical training and development approaches aimed at establishing a work environment supportive of V-HOB.Design/methodology/approach – This exploratory research involves surveying accounting majors to capture perceptions of predisposition toward V-HOB. Survey results measure elements of V-HOB and several task performances. The authors synthesize relevant research, providing pragmatic suggestions for management training and development.Findings – Data analysis was inconclusive regarding individuals' predisposition toward V-HOB. This exploratory research suggests that academic success may not indicate V-HOB predisposition. Training and development may be more effective than attempting to recruit individuals predisposed toward V-HOB.Research limitations/implications – Limitations to this exploratory research include a small sample size of a homogeneous group, as to major, class size, university attendance. Future research could focus on V-HOB predisposition by gender, academic discipline, and country/culture. Broader aspects of task performance including participation and absenteeism could be studied. While more research is needed, these preliminary results may indicate that predisposition toward V-HOB can be difficult to identify.Practical implications – The authors provide managerial guidance regarding investment of effort into recruiting candidates having a predisposition toward V-HOB, and for training toward nurturing an environment in which V-HOB is more likely to thrive.Originality/value – This paper defines and describes behaviors which support V-HOB. A gap is bridged between academic study of such behaviors and pragmatic techniques for development of managers. [ABSTRACT FROM AUTHOR]