Corporate Cultures The Rites And Rituals Of Corporate Life

There are hundreds of mindfulness-based interventions in the form of structured and unstructured therapies, trainings, and meditation programs, mostly utilized in a clinical rather than a well-being perspective. The number of empirical studies on positive potentials of mindfulness is comparatively less, and their known status in academia is ambiguous. Hence, the current paper aimed to review the studies where mindfulness-based interventions had integrated positive psychology variables, in order to produce positive functioning. Data were obtained from the databases of PubMed, Scopus, and PsycNet and manual search in Google Scholar. From the 3831 articles, irrelevant or inaccessible studies were eliminated, reducing the number of final articles chosen for review to 21. Interventions that contribute to enhancement of eudaimonia, hedonia, and other positive variables are discussed. Findings include the potential positive qualities of MBIs in producing specific positive outcomes within limited circumstances, and ascendancy of hedonia and other positive variables over eudaimonic enhancement. In conclusion, exigency of modifications in the existing MBIs to bring about exclusively positive outcomes was identified, and observed the necessity of novel interventions for eudaimonic enhancement and elevation of hedonia in a comprehensive manner.

/pdf/mindfulness-based-positive-psychology-interventions-a-2r4i3sme6r.pdf

Mindfulness-based positive psychology interventions: a systematic review.

In this paper we examine the construction and consequences of ethical leader perceptions. First, we introduce moralization as the primary process through which followers come to view their leaders ...

Moralized Leadership: The Construction and Consequences of Ethical Leader Perceptions

Mindfulness training appears to reduce stress and distress, but little is known about whether it results in changes that can be observed by colleagues, family, or friends or its appropriateness as a workplace stress management intervention for a large and distributed public sector workforce. This study evaluated a pilot 5-week Mindfulness at Work Program (MaWP) for acceptability, feasibility, and efficacy in relation to stress and related mental health and productivity problems for public sector employees. A parallel group randomized controlled trial compared the MaWP intervention (n = 20) with an information-only control (n = 100). Exploratory qualitative and quantitative methods were used to assess changes observed by informants (n = 63). Results suggest a high degree of acceptability, although location and inflexible work schedules presented feasibility obstacles. Compared with the control, the primary outcome of mindfulness improved for MaWP participants (d = 0.57, p < 0.001), as did perceived stress (d = 0.97, p < 0.001), psychological distress (d = 0.61, p < 0.001), health-related quality of life (d = 0.51, p = 0.002), and social functioning (d = 0.08, p = 0.019). All secondary outcomes were at least partly mediated by changes in mindfulness. The intervention thus appears to have potential merit as a workplace intervention for public sector employees across a range of outcomes. Obtaining informant observations was feasible and while qualitative analyses indicated positive changes that supported self-reported outcomes, quantitative analyses returned ambiguous results. A seven-item scale adapted from a popular self-report mindfulness scale for use by informants showed promise, but further work is needed to establish validity, reliability, and scalability of this method of assessing observable changes following mindfulness training.

Acceptability, feasibility, and efficacy of a workplace mindfulness program for public sector employees: A pilot randomized controlled trial with informant reports

Focus: The Hidden Driver of Excellence by Daniel Goleman Our world and the information in it move at such an unimaginable rate of speed that some students struggle with focus and the kneejerk reaction of the American pharmacological culture has been to rely on medication to improve focus. Daniel Goleman's Focus: The Hidden Driver of Excellence recognizes the intensity of information overload and provides the foundation for a discussion of the impact this has on brain functionality. Goleman is an authority on issues concerning focus, an important topic to consider in curriculum design, development, and evaluation. This review is filtered on the impact focus has on teacher preparation, pedagogy, and how our students learn. Goleman highlights the relationship between the powers of attention with resulting excellence. Goleman believes that when we attune to inner, other, and outer foci, we can find a balance that ensures fulfillment. Inner focus refers to self-awareness and matters of intuition, other focus to interpersonal relationships, with outer focus meaning our external interactions. As educators employ the three-pronged attention approach to curriculum design and development, increases in student engagement and learning are automatic. Throughout Focus, Goleman intersects the brain science of attention with relatable, everyday situations. He covers topics such as the anatomy of the brain regarding attention centers, awareness of self and others, exercising the brain effectively, and how all of these elements coincide to create excellence in leadership. Goleman's work is transferable between the education and corporate sectors and he provides a plethora of resources for further investigation. Preparing Teachers One of the best notations Goleman made in Focus is understanding that students are not always attention deficit but rather, attention split. Due to sensory overload, the brain will switch focus as if we are toggling between two or more computer screens. The challenge is that of "continual switching saps attention from full, concentrated engagement" (p. 34). Goleman describes these functions as top and bottom, and illustrates the turmoil between the two throughout Focus. Goleman explains that the lower, bottom brain is where intuition and impulse reside and the upper, top brain is where effort and self-control are found. Goleman explains distraction types as sensory and emotional. Student teachers would also benefit from recognizing these to improve the design of classroom environments and acknowledge distractions students bring with them into that environment. Goleman also posits that the essence of learning is found through reflection and as long as distractions exist, reflection is trivial and learning is limited. Continuing, Goleman refers to teachers' need for students as early as kindergarten to be ready to sit and learn quietly. This is a willpower-driven skill he calls executive functioning where self-discipline, attention control, and temptation resistance are handled. According to Goleman, self-control is found in the upper, top brain, whereas succumbing to temptation and impulse activates another area where the brain registers reward and pleasure. …

Focus: The Hidden Driver of Excellence

This paper focuses on the current state of art in mindfulness research on workplace and identifies some of the necessary steps and risks in the creation of mindful leadership theory. Mindfulness has the potential to effectively address three topical organizational challenges of growing demands on adaptability, prevailing issues of work-related stress and the necessity to raise the moral level in organizations. Current studies seem to suitably respond to the issues of work-related stress; however, the challenges of adaptability and morality so far lack appropriate empirical validation. Lack of empirical support is also noticeable in the case of mindful leadership theory as most studies still focus solely on individual leader development. However, it is important to start to discuss the suitable core variables of mindful leadership now as a clear differentiation from other leadership approaches like authentic leadership will be crucial for successful creation of mindful leadership theory. This paper also presents recommendations for entrepreneurs and managers willing to incorporate mindfulness into their organizational settings.

/pdf/the-emerging-role-of-mindfulness-research-in-the-workplace-ptjh8ddmju.pdf

The Emerging Role of Mindfulness Research in the Workplace and its Challenges

Recent studies showed mixed findings regarding the sustainability of the effects of mindfulness and loving-kindness meditation interventions. This study, conducted on a sample of 128 management students divided into treatment and control groups, is the first that examines the long-term effects of the training in relational mindfulness. We focus on Relational Mindfulness Training (RMT), an 8-week intervention designed to help participants to be more present, aware, and kind towards themselves and others during social interactions. The results show a significant long-term impact of RMT on self-compassion, perceived stress and mindfulness. The impact of RMT on compassion and subjective happiness was significant in the short run, but only marginally significant in the long run for compassion and non-significant for subjective happiness. Furthermore, individuals who maintained an individual practice in the follow-up period showed notably better results concerning all examined effects, except compassion. The results suggest that the development of compassion is more dependent on the context of a training group. We provide recommendations for future interventions in order that they can make a more sustainable impact on compassion.

Out of sight, out of mind? Exploring the long-term effects of Relational Mindfulness Training (RMT)

Negative feedback has been repeatedly identified as beneficial for organizational learning, adaptability, and performance. Despite having these advantages, most organizations still do not use negative feedback to its full potential, as they fail to spread it correctly among their members. The application of negative feedback, therefore, faces several issues like misuse or process avoidance that are mostly driven by psychological factors. The purpose of this paper is to discuss potential benefits of a newly emerged organizational approach called radical candor for contemporary state of the art in feedback-related behavior and to propose how it might be successfully applied in organizational settings. We define radical candor as a proactive and compassionate engagement in an unpleasant and direct feedback process. Radical candor may help reduce the influence of psychological factors like extreme levels of attachment, harsh emotions or low self-esteem in order to make organizational members more engaged and satisfied with the negative feedback process. Organizations willing to apply radical candor might consider either official implementation from top to bottom (through managers and leadership) or unofficial intervention through the agents (employees of all levels) depending on company characteristics.

/pdf/construction-and-application-of-radical-candor-efficiency-of-4i4tzlxz19.pdf

Construction and Application of Radical Candor: Efficiency of Criticism at Work

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The Emerging Role of Mindfulness Research in the Workplace and its Challenges

Out of sight, out of mind? Exploring the long-term effects of Relational Mindfulness Training (RMT)

Construction and Application of Radical Candor: Efficiency of Criticism at Work