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This paper aims to offer the views that the psychological construct, self-efficacy, is significantly related to high or strong performance at work and that a brief, efficient survey allows for managers and HR practitioners to assess individuals per the characteristic.

The authors performed a broad review of literature, mostly empirical research, focused in particular upon the linkage of self-efficacy with work performance. Important conclusions of this review are reported. Also researched were the existing measures (surveys and scales) of self-efficacy that demonstrated validity and reliability.

Hundreds of studies, in combination, have concluded that the construct, self-efficacy, is highly and positively related to individual motivation, self-confidence, proactive behavior, and work performance, among other valued characteristics. There are measures to use to assess individual beliefs regarding self-efficacy that may be used in for recruitment and placement decisions.

Clearly expressed is the substance and value of the self-efficacy construct which has been the subject of hundreds of studies. The importance of self-efficacy and its linkage to motivation and performance is expressed. A brief, statistically valid, and reliable instrument is offered in its entirety for use by managers and/or HR practitioners.

The purpose of this paper is to express metacognitive functioning in general terms and to explain how it influences employee learning/knowledge acquisition, self-regulation, engagement and growth mind-set.

The authors provide a viewpoint grounded on a review of recent research regarding the regulation of learning on-the-job. Concepts are expressed in a direct manner for the use of human resource practitioners and managers.

Metacognition is mental work that helps one to regulate and improve his/her learning. The authors find that there are ways for human resource practitioners and/or managers to assist employees improve their learning practices that ultimately influence work activities and outcomes.

Metacognition is not a scientific mumbo-jumbo; it represents how one learns to learn. In organizations, it is important to understand how a typical employee may improve her/his learning processing and learning outputs. Authors suggest that practitioners and managers attain some understanding of metacognition and how one may stimulate improved learning processing in employees.

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.

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.

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.

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.

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.

This paper aims to provide some bounds to the concept of employee engagement, explain how it links to job performance and offer a practical training tool, skill-charting (SC), that can assist a manager and her/his employees attain higher levels of work engagement.

The discussion of SC and employee engagement is based on a literature review of recent research.

In the realm of opportunities for managers to encourage and enhance employee engagement, the learning and problem-solving tool, SC, presents a practical means to achieve positive results in several domains.

There are few instances in the literature where highly specific advice is offered to practitioners regarding how managers can quickly and directly stimulate, encourage and assist employees to reach higher levels of engagement. The approach suggested in this paper can be of much value to both manager and employees.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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 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.

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.

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 paper aims to provide pragmatic guidance to HR practitioners and managers in the understanding and use of the psychological concept of mindset. This paper expresses a description of what mindset is and how it normally functions, as well as information about how mindset behavior is found in employee behavior on a day-to-day basis. Finally, examples are provided which show ways that managers and HR practitioners may use mindset information in coaching and mentoring employees to improve functioning and performance.

Academic research is reviewed. A brief summary of the relevant literature provides support for the descriptions, manifestation, and examples of mindset behavior.

Available academic research can provide useful information for practicing HR professionals and managers in encouraging and motivating employees toward enhanced performance.

Practical information is derived from academic research to equip managers and HR practitioners with helpful tools which can be used in real situations involving supervision of employees.

There have been few attempts to identify valid and efficient self-assessment measures for use by human resource practitioners or line managers to help distinguish job applicants and/or employees who may have a predisposition to offer voluntary helpful behavior, or contextual performance, on the job. This paper (exploratory and correlational) aims to identify measures that are positively and highly related to this valuable work behavior. Findings set the stage for further study and research aimed at creating predictive measures that possess reliable statistical properties.

Study design has two components: first, identity and analysis of measures of performance that are broadly supported in research literature; and second, correlational analysis of contextual performance measures with critical self-assessments. No effort to discover cause and effect linkages is reported; only relationships are disclosed.

Of the self-assessments examined, two (core self-evaluation and self-efficacy) were found to be positively and significantly related to valid measures of voluntary, helpful organizational behavior, in this case, measures of contextual performance and job dedication.

The study made no attempt to establish statistically valid predictors of behavior. Sample size was relatively small and consisted of students preparing for a career in accounting.

Voluntary, helpful employee behavior is valuable in virtually all organizations. Isolated here are two brief and easy-to-administer self-assessments which may assist in the identification of individuals who possess an inclination to offer such behavior.