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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 essay is to explore the dynamics of the concepts of workplace engagement and the growth mindset and how they are linked in a work situation. Exploration leads to specific advice for managers in the stimulation of employee thought and behavior related to the concepts.

The approach taken is to review the two concepts and to explain the importance and value they offer the organization, manager, and the individual employee. Drawn from research are several suggestions for the manager or coach to aid employee development and performance.

Existing research makes clear that there are several actions managers can take to stimulate the desirable behavior. Collaboration with the employee in specific areas and reinforcement of progress can bring about useful and meaningful changes in behavior and action.

A considerable amount of empirical and other research has been devoted to the two concepts in the past 20 years. Very little of that work has been purposefully directed to the practitioner. This paper attempts to address that shortfall.

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 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 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.

Sustainability has become the topic of the era, and the world is moving toward a circular economy. As part of it, companies are also integrating sustainability in supply chain management. Therefore, this study conducts a technology-empowered systematic literature review to examine the state of the literature on the technologies in the sustainable supply chain. The review reveals that limited studies have been conducted in the area. There is still scope for the researchers to explore new innovative technologies, many clusters in author collaboration, and involve more sectors in the study. Future studies can enrich the field by employing other methodologies like meta-analysis review.

This study aims to investigate whether gender predicts financial inclusion and whether education can fill the gender gap in financial inclusion when controlling for the effects of supply side factors of financial inclusion in low-income economies.

This study aims to investigate whether gender predicts financial inclusion and whether education can fill the gender gap in financial inclusion when controlling for the effects of supply side factors of financial inclusion in low-income economies.

The findings provided support for the gender gap in financial inclusion using the most basic measure of financial inclusion. However, using formal savings and access to credit, the gender gap hypothesis is not supported. Moreover, the results revealed that education reduces the gender gap in the basic form of financial inclusion. However, this study could not find any significant difference between men and women's financial inclusion in terms of saving at a bank or borrowing from a bank though men tend to save more than women informally.

The current study contributes to the literature by examining the role of education in the relationship between gender gap and financial inclusion when controlling for the effects of heterogeneous infrastructure and the supply side factors of financial inclusion among the selected countries.

This study aims to explore the intellectual connections of mission statement research to identify the influential domains of source knowledge and emergent areas of research for future studies.

The authors deployed bibliometric methods, namely, citation, co-citation and network analysis. The authors collected data from the Scopus and Web of Science databases and analyzed the connections of the most influential articles.

The authors identified four knowledge domains that informed the mission statements literature: guidance on mission statement development, the value of mission statements, mission statements and organizational issues, mission statement content and communication. And the authors spotted four opportunities for knowledge advancement based on theoretical frameworks, performance measures, content and context.

Practitioners should think beyond the immediate benefits of mission statements, such as performance and legitimacy improvement. Instead, they should focus on long-term benefits, information advantages and democratizing the development phase of mission statements.

Mission statements have attracted scholarly attention over the past 40 years. Despite the formation of a considerable body of knowledge, intellectual connections of mission statement research have been largely neglected. Previous studies had a narrow focus or insufficient coverage of the literature. To the best of the authors’ knowledge, this is the first full-scale bibliometric study on the intellectual connections of the mission statements literature.

As young individuals transition from educational settings to embark on their career paths, their expectations for their future careers become of paramount importance. Ng et al. (2010) examined the expectations of young people in post-secondary education in 2007; those colloquially referred to as “Millennials” or “GenY”. The present study replicates Ng et al.'s (2010) study among a sample of post-secondary students in 2019 (referred to as Generation Z or GenZ) and compares the expectations of young adults in GenY and GenZ.

This study employs a time-lag comparison of GenY and GenZ young career entrants based on data collected in 2007 (n = 23,413) and 2019 (n = 16,146).

Today's youth seem to have realistic expectations for their first jobs and the analyses suggest that young people continue to seek positive, healthy work environments which make room for work–life balance. Further, young people today are prioritizing job security and are not necessarily mobile due to preference, restlessness or disloyalty, but rather leave employers that are not meeting their current needs or expectations.

Understanding the career expectations of young people allows educators, employers and policymakers to provide vocational guidance that aligns those expectations with the realities of the labor market and the contemporary career context.

While GenY was characterized as optimistic with great expectations, GenZ can be described as cautious and pragmatic. The results suggest a shift away from opportunity, towards security, stability, an employer that reflects one's values and a job that is satisfying in the present.

This study aims to investigate the distinctive personality traits and characteristics of individuals with borderline intellectual functioning (BIF) and mild intellectual disability (MID) within specialized centers for MID-BIF treatment and care compared with individuals without MID-BIF diagnosis gathered from general mental health care (GMH) settings.

Patients classified with MID-BIF (n = 58), most with comorbid psychopathology, were thoroughly interviewed by trained clinicians who afterward completed the Shedler–Westen Assessment Procedure (SWAP-200) about the patient. The authors compared SWAP-200 profiles of MID-BIF patients with profiles of GMH individuals. In addition, the authors have compared these profiles for the MID and BIF groups (differentiated based on previously known intelligence quotient scores).

Results show significantly higher scores for the MID-BIF group than the GMH group on scales encompassing emotional instability, impulsivity and antagonism. On scales containing constraint and healthy traits, significantly lower scores were found for the MID-BIF group than for the GMH group. Importance of including SWAP-200 personality assessment for a more comprehensive understanding and treatment planning for individuals with MID-BIF is discussed.

This study offers insights into personality within individuals with an MID-BIF diagnosis, compared with individuals in a GMH setting.