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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.

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.

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.

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.

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.

Relationships are socially constructed by companies in interaction. This study explains the dynamic character of business-to-business relationships with the aid of rules theory, a theory borrowed from the communications field. Two forms of rules are identified: constitutive rules guide the interpretation of the other's acts, and regulative rules guide the appropriate response to the interpreted act. Rules theory asserts that companies act as if applying these rules. Relationships provide not only the context in which the parties’ acts are performed but are also the result of such acts. Thus, relationships are potentially reshaped each time one party performs an act and the other party gives meaning to that act and reacts.

The implications of the Single European Market for libraries and information services are considered with some examples of what is being done. After a general introduction to 1992, the Plan of Action for Libraries in the EC is considered and the library implications of the five Action Lines. The roles of European Documentation Centres, EC Depository Libraries, European Reference Centres; Euro Information Centres and online databases are considered, together with developments in co‐operation and also the human implications.

The purpose of this paper, intended primarily for practitioners, is to demonstrate how features of psychological capital (PsyCap) may be combined with manager efforts to collaborate with an employee on an action learning project. In reciprocal action learning, manager and employee create a partnership to learn, achieve work-focused goals and advance their relationship. Initiatives aimed at positively stimulating employee assets and psychological or behavioral attributes can overlay the action learning process.

A narrative synthesis was used to examine three sources of empirical research from organizational psychology and human resource management: reciprocity, action learning and PsyCap. Information was integrated to create a guide, a model for managers for use in considering options about how to structure employee and self-learning, as well as options for use in stimulating employee assets and PsyCap.

The approach presented may serve as a practical guide for manager consideration. Research identifies several types of behaviors and activities intended to positively stimulate and reinforce the learning of both participants. The literature on PsyCap offers many initiatives for a manager to consider in assisting an employee to develop talent and positive attitudes. Such efforts have to be carefully tailored to the individual employee, the tasks at hand and the manager’s own learning needs.

The value of action learning is supported by a relatively large research base. The significance of PsyCap also has substantial support. Innovatively, this paper offers guidance to a manager in consideration of combining the attributes of both concepts to maximize positive effects on learning, personal growth, skill development and work achievement.

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.

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.

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.

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.

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 performance3 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.

The purpose of this manuscript is the presentation of: (1) a reciprocal learning process for coach and employee, and (2) a practical implementation guide.

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.

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.

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.

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.

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.

The paper is practitioner-focused with a manager-as-coach applying experiential learning to aid an employee's learning and improve performance as well as helping to build employee commitment to both the job and organization. Reciprocity is intended as the learning and commitment of both the employee and manager are enhanced.

As a conceptual, not empirical, paper, the present study aimed at guiding manager behavior the methodology aims to examine the areas of manager-as-coach, efficacy of coaching, theoretical grounding of employee commitment and experiential learning processes. Study and coordination of information in these areas provided support for a detailed action plan for practical application.

It is possible to create a research results–driven practical guide/action plan for managers. The guide incorporates manager skills and commitment theory (investment) along with an experiential learning approach aimed at improving employee growth and building commitment.

There is clear evidence in empirical research that employee commitment positively relates to work performance, job engagement and job retention. This paper applies investment theory to build commitment as it is based on actual inputs and efforts of the employee.

There is very little research currently available that directly addresses manager-as-coach deliberately working to increase or build employee commitment to job, organization or the manager her/himself. This essay aims directly at how commitment may be enhanced.

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.

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.

Substantive, supportive information was identified in the expression of a practical action plan for a manager to use to spring reciprocal learning to life.

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.

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.