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This chapter focuses on pedagogies of working with diversity centers on West-East reciprocal learning through a Reciprocal Learning Program in preservice teacher education between a Canadian university and a Chinese university. By presenting our initial analysis of fieldwork with our Teacher Education Reciprocal Learning Program participants through excerpts from newsletters, surveys, and interviews, we explore how participants from both China and Canada made sense of their learning from the other cultural and educational system through the Reciprocal Learning Program within broad educational, social, and cultural contexts. We argue that both global and multicultural dimensions are cultivated in reciprocal learning that infused the lived experiences of both Canadian and Chinese preservice teacher candidates. We discuss the pedagogic implications for working with diversity and believe that reciprocal learning can take place while working with people from different cultures with an attitude of mutual respect and appreciation and an appetite for learning in our increasingly interconnected world.

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.

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 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.

This study aims to explore the views of criminal justice and allied sector organisations and agencies, of why they provide placements for the Applied Criminology programme at the University of Worcester, UK.

The study took a qualitative approach to tease out the underlying contributory factors that featured in the decision to offer placements. It used semi-structured interviews of key personnel, and thematic analysis was subsequently undertaken on the data collected.

Several themes emerged, in particular reciprocal learning, dynamism, employability and social investment. These appeared to be the most impactful on the organisation in relation to the future recruitment of staff as well as the enhancement of current staff practice.

Based upon the scale of the research, the findings may have limited transferability.

There is a hidden benefit to organisations, which could be capitalised upon as a reciprocal learning process, which enhances practice and therefore outcomes.

Stereotypes are challenged, resulting in students overcoming preconceived ideas about particular service user groups.

Whilst research into work-based learning and the benefits of placements for students is not new, research enquiring as to why organisations are prepared to offer placements remains in its infancy.

This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

This paper identified that supportive environments are essential for promoting reciprocal learning between manager and employee.

The briefing saves busy executives, strategists and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

This paper aims to examine employee-driven innovation (EDI) intertwined with learning, creating a new description combining these two concepts: employee-driven learning and innovation (EDLI). This paper provides insights into the nature of EDLI based on the existing theories and perspectives. It seeks to elaborate EDLI as an ongoing process in and through work.

The paper draws on Jaakkola’s (2020) guidance for structuring a conceptual article. The authors first describe the theoretical starting points related to EDI and then elaborate its relationship with learning at work, with the aim of structuring the key elements involved, drawing on and interpreting existing theory and knowledge.

In summary, advanced here are five premises for describing EDLI at work: (1) EDI and workplace learning are strongly intertwined phenomena, (2) learning in the EDI process occurs simultaneously at the intra-personal and inter-personal levels as a reciprocal process of adaptive and innovative learning, (3) innovations are only manifested in and are relevant to the specific cultural-historical and social context of particular enterprises, (4) the continuity of innovations and learning processes is enabled by participation and (5) triggers from outside the workplace, behind the innovation and the specific consequences (that transcend workplace boundaries) of the innovation anchor aspects of the process outside the workplace or work practice.

The paper advances a description and justification of EDLI. As such, it extends, connects and updates previously established theoretical models and explanations of this about EDIs. Based on the premises advanced here, the theoretical and practical contributions are discussed and the research gaps and needs for further research identified.

Prior studies have extensively explored individual examples of unethical behavior in sales organizations but focused little on repeated violation (RV) of ethical codes, particularly when managers develop salesforces. Based on social learning theory (SLT), the authors propose a multilevel model of RV antecedents and suggest that organizational influence (social cues and modeling) and individual factors (observer characteristics and behavioral outcomes) affect RV, especially with increasing recruitment of salespeople.

Using data from a leading financial company in Taiwan, the authors analyzed 1,231 records of salespeople’s misbehavior through logistic regression and average marginal effects.

Modeling in the organization (i.e. peer misconduct), observer characteristics (i.e. experience concerning job tenure and prior violations) and behavioral outcomes (i.e. information concealment violations) were all found to affect the likelihood of RV, and the interactional effect of organizational size was confirmed.

This study contributes to ethical decision-making theory by explaining aspects of RV through SLT. Its multilevel model, integrated with organizational strategy theories, adds an SLT-focused paradigm into unethical behavior research by considering vicarious learning and self-learning, alongside the reciprocal determinism of cognition, behavior, and environment.

Managers should consider socially based patterns of violation when initiating a sales business plan. The chances of RV are increased by unethical models in the organization and offenders’ potential for violations, which is reinforced by social environment.

This study clarified the key drivers of RV decision-making using SLT and identified an effective sales development strategy to maintain an ethically responsible salesforce.

Edgar Schein (2004) proposed that leading was in the midst of an evolutionary shift in which the primary challenge would be to sustain a culture of learning in an emerging “age of perpetual learning and change. What learning is required through leadership education to address this challenge? What design will assure that these learning outcomes are attained? What practice would demonstrate that the outcomes persist and have meaning? In distinguishing the process of “education” from the process of “learning”, what are the implications of the reciprocity of development, learning, education and the practice of leading for the design of a theory of leadership education able to assure necessary outcomes for leadership in a context that is perpetually volatile, uncertain, complex, and ambiguous?

In the spring of 2021, the author embarked on a soulful exercise of teaching without bounds. The author’s vision was to create a communal classroom environment exploring Black feminist and critical race dimensions of the information stratophere. The course deceptively titled Information Justice & Community Engagement, surveyed contemporary texts that confront and critique the mechanizations of information studies that sustain White hegemonic norms. Each session was an exercise in reflection and creative expression. The author encourged students to name instruments of oppression, crtique information systems, and devise ways to dismantle racism though informed praxis. To accomplish this, the author prioritized intimacy, trust, and community building in the classroom space. The shared desire for the collective learning experience became love and liberation. Through this experience, the author learned that the teacher, as illuminated by bell hooks (1994) is more than instructor, but is truly engrossed in the work of freedom. This proposition, inspired by Paulo Friere’s (1970) Pedagogy of the Oppressed, offers clarity in the sacred, spiritual, and soulful exercise of learning with a reciprocal benefit to teacher and student. Using personal narrative and learning products this chapter will present the journey to developing an anti-racist consciouness in teaching and learning in a library and information studies (LIS/IS) course.