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Mindful Leadership - Ein Überblick über den aktuellen Forschungsstand
Abstract
[GERMAN]
Die heutige dynamische Arbeitswelt stellt im Zuge von Globalisierung, Digitalisierung und Wettbewerb immer höhere Anforderungen an ihre Mitarbeiter
und Führungskräfte. Hierarchische Organisationsstrukturen weichen neuen
Führungs- und Organisationsformen, um auf die zunehmende Komplexität und
Volatilität angemessen schnell reagieren zu können. Das dies Stress aufgrund
erhöhter Anforderungen und gestiegener Unsicherheit mit sich bringt, ist unbestritten. Auch die Anforderungen an die Führungsfähigkeiten jedes Einzelnen
haben sich verändert: Führung ist nicht mehr Sache weniger, sondern Führung
verteilt sich immer mehr auf viele Schultern. Authentizität und dienende Führung füllen die Leere, die veraltete Führungsparadigmen hinsichtlich der Persönlichkeitsentwicklung der einzelnen Individuen hinterlassen hat. Gleichzeitig
hielt in den letzten Jahren das ursprünglich aus der buddhistischen Philosophie
stammende Achtsamkeitskonzept auch in die Arbeitswelt Einzug. Über Jahrzehnte bereits erfolgreich zur Behandlung psychischer Leiden eingesetzt, fand
sich im organisationalen Bereich schnell der gestresste Mitarbeiter als Anwendungsbereich für die im klinischen Kontext entworfenen und validierten Achtsamkeitstrainings. Seit kurzem setzen Unternehmen vermehrt auf Achtsamkeitstrainings speziell für Führungskräfte. Doch wie genau wirkt Achtsamkeit
im Kontext Führung? Und welche Auswirkungen ergeben sich intra- und interindividuell sowie organisatorisch, wenn Führungspersonen Achtsamkeit einsetzen. Was bedeutet es, wenn Führende in Achtsamkeit „trainiert“ werden sollen?
Die vorliegende Arbeit stellt die relevanten theoretischen Grundlagen zu Achtsamkeit und Führung kompakt dar, bevor die Wirkmechanismen von Achtsamkeit im Führungskontext aufgezeigt werden. Neben den Auswirkungen werden
dann Führungskräftetrainings und die Weiterentwicklung von Führungspersonen beleuchtet. Die Richtung ist hierbei klar ersichtlich – Identitäts- und Bewusstseinsentwicklung der Führungspersonen ist zentral – auf den Führungskontext wirklich maßgeschneiderte sowie empirisch abgesicherte Trainings-
konzepte stehen noch aus.
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Both daily stress and the tendency to react to stress with heightened levels of negative affect (i.e., stress sensitivity) are important vulnerability factors for adverse mental health outcomes. Mindfulness-based stress reduction (MBSR) may help to reduce perceived daily stress and stress sensitivity. The purpose of this study was to examine how change in perceived stress, negative affect (NA), and the decoupling between perceived stress and NA evolved over the course of a MBSR program, without making any a priori assumptions on the shape of change. Seventy-one adults from the general population participating in MBSR provided daily diary assessments of perceived stress and NA during MBSR. The time-varying effect model (TVEM) indicated that perceived stress and NA decreased in a linear fashion rather than in a nonlinear fashion, both as a function of time and as a function of the cumulative number of days of mindfulness practice. Both TVEM and multilevel growth modeling showed that the association between perceived stress and NA did not decrease over the course of MBSR. The findings support the hypothesis that MBSR reduces NA and also reduces the extent to which individuals perceive their days as stressful. Also, the results suggest that there is a dose-response relationship between the amount of mindfulness practice and reductions in daily stress and NA.
Zusammenfassung
Als Folge unserer schnelllebigen Arbeitswelt, haben Führungskräfte mit konstant hohen Anforderungen an sich umzugehen, was eine hohe Stressbelastung zur Folge hat. Diese können sich negativ auf die professionelle und individuelle Leistung auswirken. Im folgenden Praxisbericht wird das Thema „Achtsamkeit“ beleuchtet, welches eine entscheidende Rolle im Umgang mit diesen Herausforderungen spielt. Bei Bosch, im Automotive Electronics (AE) Bereich wurden Interventionen entwickelt, bei denen das Thema Achtsamkeit im Fokus steht. Die konkreten Inhalte der Achtsamkeitsintervention, sowie die Fragen ob und warum das Vorgehen als sinnvoll zu bewerten ist, werden in diesem Bericht untersucht. Die Evaluationsergebnisse der Intervention zeigen, dass sich bei unveränderten Anforderungen an die eigene Person, das wahrgenommene Stressempfinden der Teilnehmenden deutlich reduziert. Außerdem zeigt sich ein Anstieg in der Konzentrationsfähigkeit und Produktivität.
In this chapter, we argue that state and trait mindfulness and mindfulness-based practices in the workplace should enhance employee outcomes. First, we review the existing literature on mindfulness, provide a brief history and definition of the construct, and discuss its beneficial effects on physical and psychological health. Second, we delineate a model of the mental and neurobiological processes by which mindfulness and mindfulness-based practices improve self-regulation of thoughts, emotions, and behaviors, linking them to both performance and employee well-being in the workplace. We especially focus on the power of mindfulness, via improved self-regulation, to enhance social relationships in the workplace, make employees more resilient in the face of challenges, and increase task performance. Third, we outline controversies, questions, and challenges that surround the study of mindfulness, paying special attention to the implications of unresolved issues for understanding the effects of mindfulness at work. We conclude with a discussion of the implications of our propositions for organizations and employees and offer some recommendations for future research on mindfulness in the workplace.
Mindfulness research activity is surging within organizational science. Emerging evidence across multiple fields suggests that mindfulness is fundamentally connected to many aspects of workplace functioning, but this knowledge base has not been systematically integrated to date. This review coalesces the burgeoning body of mindfulness scholarship into a framework to guide mainstream management research investigating a broad range of constructs. The framework identifies how mindfulness influences attention, with downstream effects on functional domains of cognition, emotion, behavior, and physiology. Ultimately these domains impact key workplace outcomes, including performance, relationships, and well-being. Consideration of the evidence on mindfulness at work stimulates important questions and challenges key assumptions within management science, generating an agenda for future research.
In recent years the concept of mindfulness has become increasingly popular, and with good reason. A growing body of research indicates that mindfulness provides a number of physical, psychological, and even performance benefits. As a result, some organizations have started offering mindfulness programs to their employees. But despite growing interest, mindfulness has received little attention from the industrial–organizational community. In this article, we provide an overview of what mindfulness is, where the concept came from, how it has been utilized and studied to date, and what its application in the work setting is. We also propose new directions for researchers and practitioners.
Meditation can be defined as a form of mental training that aims to improve an individual's core psychological capacities, such as attentional and emotional self-regulation. Meditation encompasses a family of complex practices that include mindfulness meditation, mantra meditation, yoga, tai chi and chi gong 1. Of these practices , mindfulness meditation — often described as non-judgemental attention to present-moment experiences (BOX 1) — has received most attention in neuroscience research over the past two decades 2–8. Although meditation research is in its infancy, a number of studies have investigated changes in brain activation (at rest and during specific tasks) that are associated with the practice of, or that follow, training in mindfulness meditation. These studies have reported changes in multiple aspects of mental function in beginner and advanced meditators, healthy individuals and patient populations 9–14. In this Review, we consider the current state of research on mindfulness meditation. We discuss the methodological challenges that the field faces and point to several shortcomings in existing studies. Taking into account some important theoretical considerations, we then discuss behavioural and neuroscientific findings in light of what we think are the core components of meditation practice: attention control, emotion regulation and self-awareness (BOX 1). Within this framework, we describe research that has revealed changes in behaviour, brain activity and brain structure following mindfulness meditation training. We discuss what has been learned so far from this research and suggest new research strategies for the field. We focus here on mindfulness meditation practices and have excluded studies on other types of meditation. However, it is important to note that other styles of meditation may operate via distinct neural mechanisms
In today's highly competitive and extremely complex global economy, organizational leaders at all levels are facing unprecedented challenges. Yet, some seem to be handling the pressure better than others. Utilizing 4 samples of CEOs/presidents/top (n = 205), middle (n = 183), and junior (n = 202) managers, as well as 107 entrepreneurs, using Structural Equation Modeling we tested the direct effect that their level of mindfulness (heightened awareness) and the mediating effect of their psychological capital (i.e., hope, efficacy, resilience, and optimism) may have on their mental well-being. In all 4 samples, mindfulness was found to be negatively related to various dysfunctional outcomes such as anxiety, depression, and negative affect of the managerial leaders and burnout (i.e., emotional exhaustion and cynicism) of the entrepreneurs. For all 4 samples, the model with psychological capital mediating the effects of mindfulness on dysfunctional outcomes fit the data best. The study limitations, future research and practical implications of these findings conclude the article. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The paper introduces the concept of not-yet-embodied or self-transcending knowledge. The concept of self-transcending knowledge proposes a distinction between two types of tacit knowledge: tacit-embodied knowledge on the one hand and not-yet-embodied knowledge on the other hand. The distinction is relevant because each of the three forms of knowledge – explicit, tacit-embodied, and self-transcending – is based on different epistemological assumptions and requires a different type of knowledge environment and learning infrastructure. Moreover, the differentiation among markets with decreasing, steady, and increasing returns suggests that, in order to successfully compete for increasing return markets, leaders need a new type of knowledge that allows them to sense, tune into and actualize emerging business opportunities – that is, to tap into the sources of not-yet-embodied knowledge.
This article presents and explores a framework of self-directed leadership development (SDLD) to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations. Drawing on a diversified literature associated with experiential learning, emotion research, and social cognitive theories of change, the nature of self-development is explored. It is argued that underpinning effective self-development is the integrated operation of three metaskills—skills that are required for the development of other skills—relating to one’s ability to manage emotional reactions to feedback, to carry out effectively the practice of self-reflection, and to enact self-regulatory processes for development. The SDLD framework extends formal organization-based leadership-development practices and integrates multiple processes to aid leaders and human resource development (HRD) practitioners in the promotion and enactment of leadership self-development. The framework also provides guidance for HRD research on self-development and a number of research implications are presented.
Purpose
The purpose of this paper is to clarify why and how leadership development programs should be used to foster post‐conventional consciousness in their participants.
Design/methodology/approach
Starting from the observation that current and future organizational challenges may be met with particular efficacy by leaders who operate in the post‐conventional stages of consciousness , this paper offers a comprehensive review of the work on consciousness development, the process by which it occurs, the distinctive abilities of leaders who have reached post‐conventional stages of consciousness and, finally, two practices which favour the emergence of these stages, namely mindfulness meditation and Bohm dialogue.
Findings
The paper shows how these two practices – little‐used in the management field – make it possible to reconcile the two main approaches to consciousness development: the recognition of one's cognitive, affective and operative patterns and their suspension in favour of a more direct contact with reality, in the here and now.
Practical implications
The paper highlights guiding principles for integrating such practices into leadership and management development programs.
Originality/value
Although the value of post‐conventional stages of consciousness in management and leadership roles is the subject of increasing discussion, to the authors' knowledge no work has yet thoroughly examined practices that foster post‐conventional development per se .
Purpose
– The paper asks how leaders in organizations address complex situations or challenges where past experiences are no longer helpful or might pose an obstacle for success. The authors use the metaphor of the blank canvas to describe the work of entrepreneurs or innovators who connect to an emerging future possibility. Based on their research, the authors argue that social technologies allow actors in organizations to connect to an emerging future, and break through habitual patterns of the past.
Design/methodology/approach
– Underlying this paper, are action research projects in change management and organizational learning. While social science methods tend to be based on observational data, the founder of action research, Kurt Lewin, and his successors, including Ed Schein, Chris Argyris, Peter Senge, and Bill Torbert, claim that we have to use more than just observation (third‐person views) to get meaningful data about social reality. According to Bill Torbert organizational researchers need to access third‐, second‐, and first‐person knowledge – that is, observational data (third person), conversational data (second person) and experiential data (first person) that stem from participative action inquiry.
Findings
– The paper concludes that organizational innovation and change processes cannot be outsourced. Profound innovation and change are only sustainable and successful when connected to the knowledge of the individuals involved, and when created by the people who will use them and be responsible for the results they produce.
Originality/value
– Any social action can originate from different inner places; every actor, an individual or a group, even an organization, can choose between different places from where their action originate. How we choose to attend to the world is the leverage we have to determine the outcome of our actions. The arts provide processes that allow actors in organizations to access this quality of knowledge and leverage it.
To enhance compassion in organizations, the processes by which compassion can be enhanced in individuals must be understood. We develop an expanded model of the components of compassionate responding that includes noticing, appraising, feeling and acting. Using this model, we propose that psychological flexibility (mindfulness combined with values-directed action) contributes to enhancing the perceptual, cognitive, affective and behavioral aspects of compassion. Specifically mindfulness processes support the capacity to be compassionate while values processes motivate effort to engage in compassionate action. Training in psychological flexibility should be considered as one element of programs designed to increase organizational compassion.
We describe a small, hypothesis-generating study of the use of a measure of complexity of mind in coaching contexts. The aims of the pilot study were threefold: (a) to explore participants’, coaches’ and interviewers’ insights and reactions to the use of a developmental theory in coaching; (b) to develop and explore a process for using the Subject-Object Interview (SOI) inside or outside existing coaching relationships; and (c) to provide a preliminary evaluation of the usefulness and/or potential limitations of the SOI for coaching contexts. All 15 participants in this qualitative study enjoyed the process and most reported significant or profound insights arising from the process that were potentially useful for their own development. The process revealed some of the growing edges of the clients’ insights into their own way of being, their relationships, and their work. Importantly, participants reported that the SOI and associated discussions allowed them to identify key developmental issues more quickly than other approaches they had experienced. While the time and high skill levels associated with conducting an SOI and feedback discussion may preclude its use in many coaching contexts, there are implications that arise from this work for coaches interested in working in developmentally-informed ways.
This article offers foundations for an integrated approach to leadership integrity consultation, melding somatic learning methods with practices for training the mind, known as lojong in Tibetan Buddhism. Embodied learning and mind training are grounded in similar perceptions about the importance of attention and awareness for developing effective, powerful action in the world. Fundamental to both methods is developing the capacity to act with awareness: the capacity to be fully present to what is taking place, rather than being distracted by expectations, habits, or fears about either oneself or others. Experience with coaching leaders suggests that such awareness is essential for leadership integrity, which requires a leader to act with wholeness from deep values in ways that can be sustained over time. The article describes these methods, identifies how they have been addressed in research, shows how each has been used in consulting, and suggests that they may be used together synergistically within processes of leadership development. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This review examines recent theoretical and empirical developments in the leadership literature, beginning with topics that are currently receiving attention in terms of research, theory, and practice. We begin by examining authentic leadership and its development, followed by work that takes a cognitive science approach. We then examine new-genre leadership theories, complexity leadership, and leadership that is shared, collective, or distributed. We examine the role of relationships through our review of leader member exchange and the emerging work on followership. Finally, we examine work that has been done on substitutes for leadership, servant leadership, spirituality and leadership, cross-cultural leadership, and e-leadership. This structure has the benefit of creating a future focus as well as providing an interesting way to examine the development of the field. Each section ends with an identification of issues to be addressed in the future, in addition to the overall integration of the literature we provide at the end of the article.
We live in a time of massive institutional failure that manifests in the form of three major divides: the ecological, the social, and the spiritual. Addressing these challenges requires a new consciousness and collective leadership capacity. In this groundbreaking book, Otto Scharmer invites us to see the world in new ways and in so doing discover a revolutionary approach to learning and leadership.
In most large systems today, we collectively create results that no one wants. What keeps us stuck in such patterns of the past? It’s our blind spot, that is, our lack of awareness of the inner place from which our attention and intention originate. By moving through Scharmer’s U process, we consciously access the blind spot and learn to connect to our authentic Self—the deepest source of knowledge and inspiration. Theory U offers a rich diversity of compelling stories, examples, exercises, and practices that allow leaders, organizations, and larger systems to cosense and coshape the future that is wanting to emerge.
The first wave of behavior therapy countered the excesses and scientific weakness of existing nonempirical clinical traditions through empirically studied first-order change efforts linked to behavioral principles targeting directly relevant clinical targets. The second wave was characterized by similar direct change efforts guided by social learning and cognitive principles that included cognitive in addition to behavioral and emotive targets. Various factors seem to have set the stage for a third wave, including anomalies in the current literature and philosophical changes. Acceptance and Commitment Therapy (ACT) is one of a number of new interventions from both behavioral and cognitive wings that seem to be moving the field in a different direction. ACT is explicitly contextualistic and is based on a basic experimental analysis of human language and cognition, Relational Frame Theory (RFT). RFT explains why cognitive fusion and experiential avoidance are both ubiquitous and harmful. ACT targets these processes and is producing supportive data both at the process and outcome level. The third-wave treatments are characterized by openness to older clinical traditions, a focus on second order and contextual change, an emphasis of function over form, and the construction of flexible and effective repertoires, among other features. They build on the first- and second-wave treatments, but seem to be carrying the behavior therapy tradition forward into new territory.
The Problem
Given the unpredictable nature of organizational life, leadership development programs that rely primarily on cognitive processing and critical reflection are no longer sufficient. What is required is an integrated pedagogy that enables individuals to access and embody a “way of being,” an aligned presence and purpose that spans all contexts so that the individual and leader are not separate entities but rather a fully cohesive self. To develop this capacity, reputable organizations are experimenting with holistic learning methodologies, including mindfulness and somatics practices. However, these methodologies have yet to be fully grounded in adult learning and leadership best practices, empirical research, mind–body principles, and leadership performance.
The Solution
Through a critical review of relevant theory, practice, and empirical research, this article conceptualizes a constructive developmental learning methodology, which integrates mindfulness and somatics practices that transform a leader’s relationship with behavior from the automatic to the consciously chosen realm. The article presents a practical model of embodied leadership where individuals learn ways to deepen awareness to include both the mind and body as an interdependent system to remain open, grounded, and engaged in a way that builds resilience, and resourcefulness, and improves relationships in complex environments.
The Stakeholders
Human resource development professionals, executive coaches, and aspiring leaders seek a holistic and practical leadership development approach, which is conceptually and empirically linked to leadership and organizational performance.
Mindfulness has soared in popularity over the last decade. Commonly defined as present moment attention and awareness (Brown & Ryan, 2003), advances in psychological and medical research have enabled mindfulness to go mainstream. More recently, interest in mindfulness
as a tool for leaders in the workplace has emerged. The predominant discourse
on workplace mindfulness emphasizes shortened versions of contemplative practices such as meditation. However, having worked with thousands of leaders through coaching and executive education programs, the authors have found that specific non-contemplative mindfulness techniques can also be effective in helping leaders develop, while potentially appealing to a wider audience of leaders. These techniques help leaders disrupt instances in which automatic thoughts and behaviors limit effectiveness. Like any construct borrowed from other social sciences, mindfulness is best leveraged in leader development by considering the contexts
of leaders, including their interests and challenges. This article offers a disruptive approach to using mindfulness for leader development that emphasizes analyzing automatic routines, shifting attention to the five senses, and mindful thinking.
This article proposes a positive approach to organizational behavior (OB). Although the importance of positive feelings has been recognized through the years in the academic OB and popular literature, both management scholars and practitioners have arguably too often taken a negative perspective-trying to fix what is wrong with managers and employees and concentrating on weaknesses. Positive organizational behavior (POB) follows the lead of recently emerging positive psychology, which is driven by theory and research focusing on people's strengths and psychological capabilities. Instead of just retreading and putting a positive spin on traditional OB concepts, this unveiling of POB sets forth specific criteria for inclusion. Not only does positivity have to be associated with the concept, but it must also be relatively unique to the OB field, have valid measures, be adaptable to leader/management and human resource training and development, and, most important, capable of contributing to performance improvement in today's workplace. The criteria-meeting concepts of confidence/self-efficacy, hope, optimism, subjective well-being/happiness, and emotional intelligence (or the acronym CHOSE) are identified and analyzed as most representative of the proposed POB approach. The implications of these POB concepts for the workplace are given particular attention.
Purpose – The purpose of this longitudinal study was to evaluate a three-year training program based on action learning principles with regard to its effectiveness in fostering authentic leadership and mindfulness among the participants.
Design/methodology/approach – Data were obtained using a mixed-method design. Quantitative data were collected using a quasi-experimental sequential cohort design with comparison group, in which 143 participants responded to a self-evaluation questionnaire up to six times over a three-year period. Semistructured interviews were also conducted with 24 managers.
Findings – The results indicate that, as participants evolved through the leadership development program, self-reports of authentic leadership and mindfulness increased significantly and linearly as determined using repeated measures ANOVA, paired t-tests, and content analysis of interviews.
Implications –The results suggest that a leadership development program based on action learning principles can foster the development of authentic leadership and mindfulness. The core elements of action learning (i.e., working on real problems, gaining new insights in a supportive and confrontational environment of one’s peer) appear to be key to bringing about real changes in the behavior of participating managers and maximizing the chances of generating lasting effects.
Originality/value – This is the first longitudinal study to demonstrate that the development of mindfulness and authentic leadership – which calls for internalization of attitudes and behaviors – can be fostered by a leadership development program. The question of whether authentic leadership can be developed through planned interventions is paramount for advancing theory and research on authentic leadership.
Keywords: authentic leadership; leadership development; mindfulness; action learning; trigger events
Owing to innovations in information production and dissemination, the current rate of information creation is exploding exponentially, vaulting humanity into the Information Age. History has shown that revolutions in communication produce social upheaval, a phenomenon currently being experienced, particularly within the realm of leadership. Information overload is causing hyperstress, new forms of anxiety, and both personal and organizational issues relating to task focus and completion. The current article provides the context surrounding the issue of information overload, as well as suggestions for leaders to address the side effects created by a deluge of information.
A key assumption of effective international human resource management (IHRM) is that global leaders influence and serve as role models for their followers, regardless of the inherent distance (physical and frequency of interaction) between them in today's global context or the quality of the relationship. Although considerable attention has been devoted to cultural differences between global leaders and their diverse followers and teams, this study investigates the impact that distance and quality of the relationship has on a sample of a Fortune 100 multinational firm's global leaders' level of positive psychological capital (PsyCap) contagion effect on their followers located around the world. The results indicated such contagion at a distance existed, but the quality of the relationship did mediate this effect. Moreover, the potential undesirable effects of distance seemed to be buffered by the global leaders' PsyCap. The potential limitations, needed future research and practical implications for IHRM conclude the article.
Although the concept of mindfulness has attracted scholarly attention across multiple disciplines, research on mindfulness in the field of management remains limited. In particular, little research in this field has examined the nature of mindfulness and whether it relates to task performance in organizational and occupational settings. Filling these gaps, the present article delineates mindfulness by (a) defining it as a state of consciousness in which attention is focused on present-moment phenomena occurring both externally and internally, (b) comparing it to a range of other attention-related concepts, and (c) developing theory concerning the factors that determine when mindfulness is beneficial versus costly from a task performance standpoint.
Servant leadership is positioned as a new field of research for leadership scholars. This review deals with the historical background of servant leadership, its key characteristics, the available measurement tools, and the results of relevant studies that have been conducted so far. An overall conceptual model of servant leadership is presented. It is argued that leaders who combine their motivation to lead with a need to serve display servant leadership. Personal characteristics and culture are positioned alongside the motivational dimension. Servant leadership is demonstrated by empowering and developing people; by expressing humility, authenticity, interpersonal acceptance, and stewardship; and by providing direction. A high-quality dyadic relationship, trust, and fairness are expected to be the most important mediating processes to encourage self-actualization, positive job attitudes, performance, and a stronger organizational focus on sustainability and corporate social responsibility.
This essay critiques the standard characterization of mindfulness as present-centred non-judgmental awareness, arguing that this account misses some of the central features of mindfulness as described by classical Buddhist accounts, which present mindfulness as being relevant to the past as well as to the present. I show that for these sources the central feature of mindfulness is not its present focus but its capacity to hold its object and thus allow for sustained attention, regardless of whether the object is present or not. I further show that for these sources mindfulness can be explicitly evaluative, thus demonstrating the degree to which classical Buddhist accounts differ from the modern description of mindfulness as non-judgmental. I conclude that although this modern description may be useful as an operational definition intended for practical instruction, it does not provide an adequate basis for a theoretical analysis of mindfulness, for it fails to emphasize its retentive nature to privilege its alleged nonconceptuality.
What exactly is Action Learning (AL)? AL is a key training and problem-solving tool for companies. Simply described, it is a dynamic process that involves a small group of people solving real organizational problems, while focusing on how their learning can benefit individuals, groups, and the larger organization. The emphasis on learning is what makes this process strategic rather than tactical in equipping leaders to more effectively respond to change. AL develops the ability to collaborate, partner, share, and follow as well as lead naturally. In addition to learning how to collaborate, participants experience firsthand the value of being better team and organizational partners. This book demonstrates how AL can quickly and effectively be introduced, implemented, and sustained in any type or size of organization using six key components: a diverse group of four to eight members; an urgent task or problem; a question-driven communication process; implementation of action strategies; a commitment to learning; and an AL team coach. It features useful business case examples that illustrate the power of AL in successfully developing leaders, solving problems, building teams, and transforming organizations. The book is organized in three parts: Part I: Foundations of Action Learning; Part II: Implementing Action Learning; and Part III: Best Practices From the Present to the Future. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
There is growing evidence that human resources are crucial to organizational success, and may offer the best return on investment for sustainable competitive advantage. The purpose of this article is to analyze what constitutes competitive advantage from traditionally recognized sources. We then turn to treating human resources as a capital investment for competitive advantage. Specific attention is given to increasingly recognized human and social capital and the newly proposed positive psychological capital. After providing the theoretical and research background, attention is given to guidelines for how to practically manage human, social, and positive psychological capital for competitive advantage. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
"Judith Stiehm's book provides an excellent history of the U.S. Army College and highlights the importance of quality professional military education in maintaining the strength of the U.S. military. She raises insightful and important questions that should be carefully considered by military officers and policy-makers alike in evaluating the future of the war colleges and the education they provide." ââ¬âThe Honorable Ike Skelton, Ranking Member, House Armed Services Committee We are all familiar with ROTC, West Point, and other institutions that train young men and women to be military officers. But few people know of the U.S. Army War College, where the Army's elite career officers go for advanced training in strategy, national security policy, and military-government policymaking. This book takes readers inside the U.S. Army War College to learn about the faculty, staff, administration, and curriculum. Established in 1901, the school's mission has evolved from teaching the skills of war to training officers to negotiate both the complex world of modern strategy and the civilian bureaucracy in Washington. More like a professional graduate program than an academic graduate school, much of the education takes the form of exercises and simulations. Judith Stiehm, who holds the U.S. Army Distinguished Civilian Service Medal, allows readers to judge whether the U.S. Army War College successfully prepares its students for their many roles. She is skeptical that instructors can fulfill this difficult task in an era where civilians expect our military to be invincible, to win without casualties, and to serve as peacekeepers. The Military answers to the people of the United States and it is our responsibility to know how it operates at all levels. This book is a good place to start. "In this well-researched and crisply written book, Stiehm, a long-time student of military affairs, takes us inside the Army War College. She not only makes us aware of its faculty, staff, administration and curriculum, but also makes specific recommendations for how the War College may serve the military and nation better." ââ¬âLawrence J. Korb, Director of Studies at the Council On Foreign Relations and former Assistant Secretary of Defense "A thoughtful and well-researched study of the Army's prestigious senior service college. The reader has much to consider in drawing his or her own conclusions about the college and its proper direction in a constantly-changing world." ââ¬âBG Evelyn " Pat " Foote, USA ( Ret.) AWC Faculty 1979-82 "This readable and insightful review of the Army War College is a must for Army professionals and elected or appointed civilian leaders with oversight. Stiehm has documented both strengths and weaknesses of the Army's institutional education of its future strategic leaders. Unfortunately, as she clearly documents, the balance is not as positive as the future demands. Her critique can contribute in major ways, to the development of the future leadership of the Army Profession." ââ¬âDon M. Snider, Professor of Political Science, US Military Academy, West Point "The Army War College is one of America's most significant institutions andââ¬âuntil nowââ¬âleast examined. We are greatly indebted to Stiehm who gives us both a candid description and an incisive blueprint of how to improve the Army's education of senior officers." ââ¬âCharles Moskos, Professor of Sociology, Northwestern University
Part I: The Basic Account. 1. Language and Cognition: Constructing an Alternative Approach Within the Behavioral Tradition S.C. Hayes, et al. 2. Derived Relational Responding as Learned Behavior S.C. Hayes, et al. 3. Multiple Stimulus Relations and the Transformation of Stimulus Functions D. Barnes-Holmes, et al. 4. Relations Among Relations: Analogies, Metaphors, and Stories I. Stewart, et al. 5. Thinking, Problem-Solving, and Pragmatic Verbal Analysis S.C. Hayes, et al. 6. Understanding and Verbal Regulation D. Barnes-Holmes, et al. 7. Self and Self-Directed Rules D. Barnes-Holmes, et al. 8. Relational Frame Theory: A Precis S.C. Hayes, et al. Part II: Extensions and Applications. 9. Psychological Development Y. Barnes-Holmes, et al. 10. Education Y. Barnes-Holmes, et al. 11. Social Processes B. Roche, et al. 12. Psychopathology and Psychotherapy K.G. Wilson, et al. 13. Religion, Spirituality, and Transcendence D. Barnes-Holmes, et al. Epilogue. References. Index.
Mindfulness is an attribute of consciousness long believed to promote well-being. This research provides a theoretical and empirical examination of the role of mindfulness in psychological well-being. The development and psychometric properties of the dispositional Mindful Attention Awareness Scale (MAAS) are described. Correlational, quasi-experimental, and laboratory studies then show that the MAAS measures a unique quality of consciousness that is related to a variety of well-being constructs, that differentiates mindfulness practitioners from others, and that is associated with enhanced self-awareness. An experience-sampling study shows that both dispositional and state mindfulness predict self-regulated behavior and positive emotional states. Finally, a clinical intervention study with cancer patients demonstrates that increases in mindfulness over time relate to declines in mood disturbance and stress.
Recently, the psychological construct mindfulness has received a great deal of attention. The majority of research has focused on clinical studies to evaluate the efficacy of mindfulness-based interventions. This line of research has led to promising data suggesting mindfulness-based interventions are effective for treatment of both psychological and physical symptoms. However, an equally important direction for future research is to investigate questions concerning mechanisms of action underlying mindfulness-based interventions. This theoretical paper proposes a model of mindfulness, in an effort to elucidate potential mechanisms to explain how mindfulness affects positive change. Potential implications and future directions for the empirical study of mechanisms involved in mindfulness are addressed.
Creating Mindful Leaders and Organizations
- J Ehrlich
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