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The purpose of this research is to create a definition of peer coaching using literature from various and disparate organizational and educational contexts. This research is intended to clarify what constitutes peer coaching overall, and guide the ever-growing practice of peer coaching.

This research uses a combination of inductive and deductive qualitative approaches through the implementation of qualitative content analysis (QDA). The research used a data reduction process with 87 existing scholarly articles in the area of peer coaching, in which the researchers focused on selected aspects of the data and followed the practice of staying close to manifest artifacts within the data.

The results of the qualitative data analysis indicated that five themes emerged within the literature. Themes were as follows: program structure, purpose and goals of peer coaching, peer coaching processes and mechanisms in which peer coaching is conducted, outcomes of peer coaching and relational contexts and functions of peer coaching relationships.

While there is an increase in peer coaching, research on this type of coaching is scarce with few empirical studies on the topic: what has been conducted has not been particularity reliable (Hagen and Peterson, 2014); and most of the published research is limited to education, nursing, other medical contexts and non-profit organizations. This research helps to clarify the nature of peer coaching and create a cogent definition that defines formal peer coaching within all peer coaching contexts.

Organizations increasingly use inclusion initiatives to reflect a meaningful involvement of their entire workforce as part of their larger diversity, equity and inclusion (DEI) strategies. However, the conceptualization of inclusion and its impact on larger DEI efforts and the organization remains unclear, coupled with the organizations’ struggles to find ways to embrace and advance inclusion. Hence, the purpose of this study is to synthesize ways of inclusion conceptualizations and review empirical evidence related to inclusion.

The authors conducted a literature review using the method of scoping review coupled with topical cluster mapping techniques.

The authors captured three ways of inclusion conceptualizations and provided an overview of topic clusters related to inclusion and its measurement tools. The authors also proposed a path model of inclusion based on emerging empirical evidence related to inclusion in the workplace.

To the best of the authors’ knowledge, this is one of the pioneering efforts to provide a much-needed review of inclusion in the workplace, which provides guidance for further research and practice to fulfill the goal of inclusion for all in the current workplace.

The purpose of this paper is two-fold: to identify the reliability and content validity of two popular managerial coaching scales – the Ellinger Behavioral Scale and the Park Skills-based Scale – to determine the extent to which the construct, coaching, is more accurately measured as a behavioral construct or a skill-based construct from the perspective of the coach, and from that of his or her direct reports using a single data set.

This research utilized survey research which tested the reliability and validity of two existing coaching scales. Analyses included correlation matrices, principle axis factor analysis, and confirmatory factor analysis.

Results of this research indicate that neither scale is perfectly reliable and valid. However, given the results of the analysis, the authors recommend the Park scale for leaders and the Ellinger scale for team members.

This research indicates that investment in valid scales for use by direct reports to measure the coaching expertise of their managers is warranted.

There are several implications that are evident as a result of this research. First, there are implications for the training and development of employees. Too, many organizations look to coaching and coaching skills as a benchmark for selecting future leaders – the understanding of how current scales are able to identify coaching expertise is important to the manager selection process.

This research offers one of the first comparative analyses of currently available coaching scales. It contributes to the literature on coaching by providing a clear and thorough review and analysis of scales currently available for testing managerial coaching expertise. Practitioners and scholars can benefit from this research by developing a better understanding of the contexts in which these two coaching scales are most reliable and valid.

This paper aims to link recent findings in cognitive neuroscience to better understand how andragogically informed instructional practices impact cognition and learning.

The research questions guiding the study is in what ways can the recent findings in cognitive neuroscience help to inform adult education theory, including andragogy in particular, to deepen our understanding of how andragogical instructional principles and practices can improve learning? We adopted Torraco’s (2005) integrative literature review approach of providing enough details regarding the selection of the literature and the identification and verification of emerged themes of main ideas.

The core assumptions of andragogy (self-direction, prior experience, readiness to learn and immediacy of application) have a connection to the neural networks related to memory and cognition.

First, this study provides fundamental foundations for combining cognitive neuroscience and adult learning to illuminate how cognitive neuroscience contributes physiologically to adult learning. Second, the findings in cognitive neuroscience related to the four assumptions for andragogy help to provide scientific explanations and interpretations for adult learning theories influencing human resource development (HRD), such as self-directed learning, experiential learning and role theory.

First, HRD practitioners could use the integrative approach between andragogy and the cognitive neuroscience to reduce the issues of learning activities in generation differences. In addition, cognitive neuroscience research may contribute to improving teaching and instructional techniques.

The contributions of this study is that it provides an integrative review about why and how anagogical principles work through the lens of cognitive neuroscience. Based on the findings, we suggested a model of adaptive cognitive neuroscience-adult learning structures.

The purpose of this paper is to discuss the following questions: what is the origin of the concepts of documents and documentation? Are there a need for these concepts in every culture? Who gives the terms for their definitions, and what are the consequences of different terminology?

The authors use interdisciplinary methodology, combining document and information theory and Sámi linguistics. The aim of this paper is to discuss documentation from the perspective of the Sámi, with some examples from other indigenous groups.

Oral accounts, legends, traditional songs and traces in the landscape are seen as documents and documentation in Sámi and other indigenous cultures. The paper presents different theories in order to interpret and understand the specific information content in indigenous forms of documentation.

Indigenous ways of documentation have been accepted as valid proof of ownership or the right to extensive use of land resources. When no written records exist, oral testimonies and the landscape itself can be seen as documenting traditional use and has been accepted as evidence in high courts in Norway and Canada. The authors have also seen that the rich Sámi snow terminology is used as concepts in different fields of natural sciences.

The Sámi understanding of the concepts of document and documentation contributes to the traditional information and documentation disciplines by introducing ways of seeing natural phenomenon as fundamental forms of information.

Lens of conservation of resources (COR) theory has been used to study how organizations can create resource passageways for their employees via managers. This has been examined in cross-cultural virtual work teams distributed across time and space within the high-resource loss context of the COVID-19 pandemic.

Longitudinal field design was used in a transnational organization involving data collection at three times over eight months. At Time 1, qualitative methodology was used to propose a conceptual model. At Time 2 and Time 3, an online survey was used to collect data for 205 virtual work teams across 10 countries in the Asia–Pacific region pre and post “manager as coach” training respectively.

Using COR theory, the study highlights that “manager as coach” training is an effective resource for managers in the high resource depletion context of the pandemic. Access to timely support increases saliency for the resource-gain spiral and has a cross-over impact on virtual work team outcomes suggesting transferability of resources from managers to subordinates. Also, managers across all nationalities view coaching training as an equally valuable resource.

The study provides evidence for investment in timely and relevant support for managers to positively and swiftly impact virtual work teams during high-resource loss contexts.

The study expands COR crossover theory across space and time dimensions using a longitudinal field research design.

Prior research on relations between mental health and pain has focused on negative mental health aspects (e.g. depression), while the literature is scarce in terms of positive aspects, such as mental well-being. This study aims to investigate prospective associations of mental well-being at baseline with pain and functional impairment due to pain in the following year.

Data stem from a Danish nationally representative survey of 5,000 adults (aged 15+) conducted in 2019 and 2020, which was linked to register data. The Short Warwick–Edinburgh Mental Well-being Scale was used to assess mental well-being, both continuously (range 7–35) and categorically (low, moderate, high). Logistic regressions were conducted to assess associations between mental well-being in 2019 and pain and functional impairment due to pain (among those reporting any pain) in 2020.

In the fully adjusted models, each point increase in mental well-being was inversely associated with pain (OR = 0.97, 95%CI 0.95–0.99) and functional impairment due to pain (OR = 0.96, 95%CI 0.94–0.99). As compared to low mental well-being, moderate mental well-being was associated with an OR of 0.76 (95%CI 0.58–0.99) for pain and an OR of 0.63 (95%CI 0.46–0.87) of functional impairment due to pain, while high mental well-being was associated with an OR of 0.56 (95%CI 0.40–0.77) for pain and an OR of 0.53 (95%CI 0.34–0.79) for functional impairment due to pain.

Higher mental well-being levels may be protective against pain and functional impairment due to pain. Wider mental health promotion may be considered to prevent pain and associated functional impairments in the general population.