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Purpose: The purpose of this essay is the provision of a conceptual approach for a manager-as-coach to use for instructional purposes with an employee. Using scenistic materials (cases, incidents, stories), the aim of the essay is to assist the practitioner apply a practical and relatively adaptable instructional approach. While it is intended for application with a single employee, the approach, with modifications, may be used in a small group environment. Design/methodology/approach: The methodology was directed to the study of manager-as-coach, application of a class of instructional tools, theories of constructivism and situated cognition and the joint (manager-employee) implementation of an action guide aimed at learning and performance improvement. Review and coordination of these areas resulted in a detailed guide for action. Findings: Use of scenistic materials for instructional purposes adds to the repertoire of tools for a manager desiring to act in a coaching capacity. A step-by-step program of activities is offered for practical application. Created for experimentation and use is a research result-driven practical guide/action plan. Practical implications: The design of the approach expressed requires the manager-as-coach to prepare for instruction and participate in it to the extent that the manager likely contributes to her/his own knowledge and skills in the areas under study. The step-by-step design not only guides the instructional process, it demands that the participants are fully engaged in creating new knowledge, assumptions and examples of practical implementation of what has been learned. Originality/value: Currently, there is little information or research available to guide a manager in a coaching capacity in the use of situation-based (scenistic) instructional materials. The approach offered in this essay not only considers employee knowledge apprehension but also aims at performance improvement in a particular context. Additionally, the approach presented requires dialog, negotiation and focused application, all of which may help the participants improve the quality of their relationship.

Purpose: The purpose of this paper is the presentation of a learning model for a manager and employee working collaboratively to make advances in knowledge, skills, work performance and in the quality of their relationship. The model is called reciprocal action learning. Design/methodology/approach: The approach was to examine concepts and research that could be linked to reciprocal learning. Desired, ultimately, was creation of a proposal that put forth an explanation of manager-employee learning and a means for placing the effort into practice. Theories and concepts are identified in support of the learning approach and its functioning. Action or experiential learning was identified as the vehicle for implementation. Findings: Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life. Practical implications: The action plan set forth can serve as a model or template for a manager, particularly those managers with little experience in guiding employee learning. Initial use of the concepts and action plan could be regarded as an experiment and could set the stage for additional, more informed efforts at reciprocal learning. Originality/value: While much empirical and other research addresses employee learning and management/manager learning, there is very little research or material available regarding how a manager and an employee can directly learn together in working on an issue (problem, change, improvement, etc.) in a collaborative fashion that embraces equality.

Purpose: The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee; and (2) a practical implementation guide. Design/methodology/approach: Various search tools were used to explore the areas of manager in coaching role, learning orientation, reciprocal learning, integrative pedagogy (IP) and experiential learning. Coordination and integration of the areas examined resulted in a guide for manager application. Findings: A method (guide, action plan) was created for use by a manager in a coaching role and the employee being coached. The method serves the information and learning needs of both participants. The collaborative relationship is grounded in mutual support, and participants help each other grow and change. Research limitations/implications: Following completion of one action plan, research may be conducted to address areas such as coach self-perception of competence and self-efficacy; and employee perceptions of coach's interest, helpfulness and effectiveness. It is also possible to study perceptions of participants with regard to the quality of the coach-employee relationship. Practical implications: Application of the proposed method/approach is intended, in part, to stimulate employee engagement and motivation, and it provides the manager with some new platforms to interact with employees in the coaching role. Originality/value: The role of manager-as-coach has been wedded to the possibilities of reciprocal learning in which both, manager and employee, gain knowledge, skill and personal development from a focused approach. In addition, the approach or method presented combines elements of IP with experiential learning.

Purpose: The purpose of this paper aims at manager-as-coach applying experiential learning processes to aid an employee to learn and improve performance ultimately resulting in a more skilled, work-engaged employee. The action guide presented offers activities for: positively influencing employee retention in the organization and improving the learning and performance of both manager and employee. Design/methodology/approach: The methodology was directed to the study of the manager-as-coach, employee job engagement, performance and engagement, turnover intention and actual turnover and experiential learning processes. Analysis and coordination of these areas gave rise to an action guide for both practical use and experimentation. Findings: The action guide provided presents a practical, phased approach (experiential learning process) to learning and change, grounded on conceptual and theoretical domains that encompass job engagement, commitment to the organization and the downplay of turnover intention. Activities (phases) included in the action guide promote learning opportunities for both participants. Practical implications: Presently, there is clear evidence in empirical research that finds employee work engagement positively related to work performance, commitment to job and organization and job retention. The action guide presented in this essay is intended to involve the manager and employee in activities (such as, negotiation, feedback, reviews of progress, reinforcement of achievement) that should positively influence their relationship. A positive, growing relationship is helpful in stimulating future learning experiments. Originality/value: At the present time, little research is available that directly addresses manager-as-coach deliberately working to increase or build employee job engagement and/or commitment to job or organization. This essay aims directly at how engagement and commitment may be enhanced while diminishing employee interest in turnover intention and actual turnover. The focus on employee and manager-as-coach working together in the development and reinforcement of engagement is somewhat novel and may provide some direction for further research.

Purpose: The purpose of this paper is to use recent empirical research and theory to help explain how a manager may assume a coaching role to assist employee learning and growth. In the coaching role, performance appraisal and other information may be carefully used as feedback to reinforce growth mindset learning in the service of employee development and engagement in work tasks and in the organization. Design/methodology/approach: Aided by search devices (Psych Articles, Google Scholar, etc.), this study explored several distinct areas of information to include: manager-as-coach, performance management/appraisal, engagement with work, mindsets--fixed and growth, feedback and self-regulation of learning. Across these domains, this study searched for linkages useful in guiding managers to assist employees to learn and change. Findings: Coaching employees to embrace a growth mindset and one's self-regulation of learning has been expressed as a means to improve performance, resiliency, persistence, ability to cope with change and motivation. Practical implications: Explicit, grounded recommendations are offered to assist managers to guide employees to embrace a growth mindset and take charge of their own learning and development. Originality/value: Through examination and coordination of streams of research and theory, the study are able to make reasonably clear some avenues for a manager to attempt to positively influence employee confidence, learning, success and growth.

Purpose: The purpose of this study is to advance the proposition that organizations involved with training of employees should make. First, CBI is linked to skill development areas recognized as high value in the contemporary and future workplace such as analysis, problem-solving and soft skills such as active listening, collaboration and compromise. A second linkage is to an emerging, tested model of integrative pedagogy (IP) focused on improving workplace learning for adults. Design/methodology/approach: Reviews were completed of empirical literature and expert opinion from three different domains: current and future skills needs, IP for adult learners and CBI. Review information was analyzed and incorporated into a proposal. Findings: Identified are some of the current and projected employee skill needs in the increasingly complex digital work place. Explained are features of IP as well as how the features help advance a learning environment for adults. The authors explain the application of CBI and how it meshes with IP to leverage workplace learning of needed current and future skills. Practical implications: There is sufficient information presented to enable a practitioner with little experience with CBI to apply the approach with employees. This can be especially helpful if the training objectives involve critical thinking, strategy formulation, communicating ideas, teamwork and related areas. Originality/value: Much has been written about skills needs for current and future scenarios, and about the efficacy of CBI. Yet there are few attempts at tying the skills needs with pedagogical theory and the delivery of instruction that engages many skill needs. This paper helps address this gap.

Purpose: The purpose of this paper is to explore the ways a manager in a coaching role may influence employees to embrace a learning orientation based upon the growth mindset. Conceptual in nature, this paper uses recent research, interpretations, explanations and suggestions to propose how manager-as-coach can informally and formally apply basic interventions to assist employee learning and change. Design/methodology/approach: Based upon a review of relevant literature of theory and practice using several search tools, the authors have isolated a few critical areas to explore to include role of the coach, performance appraisal -- the stimulus for manager-as-coach interaction with an employee, feedback orientation and environment, the growth mindset and learning orientation and the dynamics of self-regulated learning. Information from these areas is integrated to inform practitioners of approaches to take in a manager-as-coach role. Findings: Included for each of the main segments presented are specific, practitioner "Commitment advice/action agendas" for manager-as-coach to stimulate and guide employee learning. These agendas contribute sound, practical information to the body of information concerned with manager-as-coach. Originality/value: A contribution this work makes is to propose how learning orientation and the growth mindset are intertwined to the extent they assist the manager-as-coach supply the motivational support for employee learning. The resultant learning may lead to one or more of: improved work performance, individual development, attitudes toward learning and increased employee commitment or engagement.

Purpose: This paper aims to present a detailed explication of a learner-centered instructional approach for adults labeled case-based modeling (CBM). The approach is an example of integrative pedagogy aimed at expertise development and is an extension of other instructional approaches, namely, problem-based learning (PBL) and case-based learning (CBL). Design/methodology/approach: The design of the paper contains several integrated components to include: an explanation of the needs and characteristics of the adult learner, comparisons of CBM with both PBL and CBL, a complete theory grounding of the method, a detailed expression of the entire CBM method (phases and steps) for explanation and replication purposes, linkages of CBM with performance, and an empirical test of the CBM method with a sample of employees. Findings: First, the CBM method is an extension of the well-researched methods of CBL and PBL. The script preparation and implementation phases of CBM easily could be appended to either CBL or PBL. Second, the empirical test of the CBM method demonstrates that it may be a positive, efficient tool for education/training with employees, although no significant differences were found in work performance comparisons of CBM-trained employees with traditionally trained employees. Research limitations/implications: The empirical examination has some limitations to include: relatively small sample sizes, lack of demonstration of clear linkage between measures of training performance and measures of job performance, and variations in working conditions of participants. Originality/value: The CBM approach offers to HR practitioners and persons involved with training an efficient yet comprehensive method. The method makes use of script development for the implementation of various interventions, which stimulate performance improvement and development of expertise.

Purpose: Grounded on components of experiential learning theory (ELT) and self-regulation of learning (SRL) theory, augmented by elements of action theory and script development, the purpose of this paper is to demonstrate the case-based modeling (CBM) instructional approach that stimulates learning in groups or teams. CBM is related to individual and group learning, reflective practices, and the growth mindset. The whole instructional approach is explained in detail as well as unintended consequences and benefits. Design/methodology/approach: The important features of ELT and SRL are presented as well as details of the use of cases (case studies, scenarios, and stories), the creation of case material, and the dynamics of script development. A detailed presentation of the CBM approach with attendant explanation of how the various theories are connected to the steps of the approach is offered. Empirical evidence of the efficacy of CBM is expressed. Findings: The CBM approach may be used effectively in collegiate instruction, employee training and problem solving (in groups), and in other settings. The outputs of the instruction and its processes should result in malleable performance (behavioral) scripts intended to improve both learning and performance. The approach requires high-level involvement and attention to detail. Originality/value: The paper details the confluence of two important learning theories: experiential learning and SRL that result in a formal instructional model. Activities require learning on the individual and group level. The entire instructional model is presented in a way that a practitioner may implement the model. In addition, substantial detail is provided on the construction of case material and the sources of case material.

Purpose: Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may assist employees improve their problem-solving skills as well as stimulate SRL. Design/methodology/approach: Presented are literature reviews and assessments of the areas of: line manager in coaching role, SRL theory and the phases of SRL in action. Following is a detailed explanation and demonstration of the P-T method. Finally, the efficacy of PT is examined and constraints are noted. Findings: Demonstrated in the paper is how a line manager may function as the key actor in assisting employees to become more effective self-regulating learners and problem-solvers. The method presented can stimulate employee motivation and help employees to internalize self-regulating learning processes. All of this should help employees become more growth-oriented, self-confident and goal-directed participants in organizational life. Originality/value: Rather than simply discuss what SRL is about, this paper provides an effective tool, P-T, for use in the stimulation and direction of SLR. The use of the tool also helps organization participants to achieve progress on some current problems.

Purpose: The purpose of this paper is to demonstrate the value of student grade point average (GPA) as a predictor of pro-social, helpful behavior. This voluntary behavior has been shown to be highly valuable to managers and co-workers. GPA is not only predictive of success in core tasks on the job, it is also predictive of voluntary, helpful behavior. Design/methodology/approach: The review of literature on predictive value of GPA, in general, as well as that of contextual and helpful behavior on the job is followed by the report of a study with accounting students. The study helps to explain the predictive value of GPA and identifies measures useful in identifying helpful behavior. Findings: Findings indicate that two, brief, reliable surveys (contextual performance, job dedication), grounded in several research studies are highly related to voluntary, helpful behavior on the job. The relationships are based on observations of the supervisors of the employees. Regression analysis also provides relatively strong prediction equations. Practical implications: Studies of GPA have focused almost exclusively on the relationship of GPA with job longevity, financial compensation, and technical skill performance. This paper helps demonstrate the positive relationship of the GPA metric with contextual, pro-social, helpful employee behavior. Originality/value: In the past 35 years research has illuminated the concept that voluntary, helpful employee behavior is as important or even more important than technical skill performance when it comes to unit and/or organizational performance. Very little research has been completed to date to demonstrate that GPA, as a predictor variable, does more than predict skill performance and success on the job. The present study helps to extend the value of GPA as a predictor of success.

This Research Note reports on a study of students' perceptions of care and respect in the student-instructor relationship. Students in a daytime accounting program at a university in the USA were given the opportunity to respond to questions such as: (1) Have you ever had the feeling that a faculty member or instructor had "given up" on you and your learning in a course? (2) What did the faculty member do or not do to give you that feeling? and (3) What did you do as a result of that feeling, perception? Eighty-one students (50 in the autumn semester of 2009; 31 in the autumn semester of 2010) responded to all questions, with 35% of the total indicating that they felt at least one course instructor had given up on them and their learning in a higher education (post-secondary) course. We examine students' responses to the questions in the context of care, respect, and civility. This Research Note offers several recommendations to help instructors in improving instruction and building better relationships with students.