This paper aims to examine the differences in mindfulness, meditation and flow and the conditions in which each occurs. It summarizes research that demonstrates positive benefits…
Abstract
Purpose
This paper aims to examine the differences in mindfulness, meditation and flow and the conditions in which each occurs. It summarizes research that demonstrates positive benefits of these three for employee and organizational learning. While mindfulness focuses awareness on what is occurring in the moment, flow involves total immersion in an activity and loss of awareness of one’s self and the environment. This paper discusses if and how mindfulness can be incorporated into flow and how this relates to organizational learning.
Design/methodology/approach
A mindfulness-in-flow process, called mindflow, is described as one that includes open awareness at the “integral point”. Pilot programmes were conducted that integrated mindfulness, meditation and flow for three companies and participants that reported personal physical and psychological benefits and development of mindfulness-in-flow skills.
Findings
This paper suggests that conducting workplace programmes and environments that incorporate mindfulness, meditation and flow has considerable potential to improve culture, responsiveness and learning.
Research limitations/implications
For mindflow to be a useful process to enhance individual and organizational learning, conditions need to be embedded which encourage mindfulness and flow in the organization. Further research is needed into the study of the integration of mindfulness in flow versus mindfulness, the workplace conditions necessary to support mindflow and how these translate into organizational learning.
Practical implications
Organizations need to provide workplace conditions, resources and systems that support mindful flow. Leaders also need to be models and coaches to guide individuals and teams to work in a mind-flow way.
Social implications
The process and practice of mindflow provides greater fulfillment for workers as well as greater alignment between the organization’s products and services and the well being of society.
Originality/value
This paper suggests that conducting workplace programmes and providing organizational conditions that incorporate mindfulness, meditation and flow will increase organizational learning and provide an essential culture for a learning organization.
Details
Keywords
Ron L. Cacioppe and Philip Mock
The predominant psychological type among senior police officers is the extraverted‐sensing‐thinking‐judgement type, pragmatic and practical and thus ideally suited to many aspects…
Abstract
The predominant psychological type among senior police officers is the extraverted‐sensing‐thinking‐judgement type, pragmatic and practical and thus ideally suited to many aspects of police work, according to data presented to 119 Australian senior police officers. The high proportion of extraverted‐thinking‐sensing‐judgement types may explain the common macho‐image of policemen. Low levels of self‐actualisation among police officers may limit honesty, openness, flexibility and concern for the good of the police force and society, as well as contributing to stress, so this aspect must be dealt with.
Details
Keywords
Ron Cacioppe and Mark G. Edwards
The growing interest in developing and applying “integral” approaches to organisations has been accompanied by a corresponding increase in different ways of interpreting this…
Abstract
Purpose
The growing interest in developing and applying “integral” approaches to organisations has been accompanied by a corresponding increase in different ways of interpreting this term. This article aims to present a set of criteria to help in defining the varieties of integral approaches to the study of organisations.
Design/methodology/approach
These criteria are derived from Ken Wilber's integral framework. The constitutive elements of Wilber's multi‐paradigm framework are used to develop a typology that honours the many forms that integral approaches can take.
Findings
It is proposed that the key criteria for assessing integral approaches to organisational life are: the structural focus, the engagement with process, and the emphasis on spirituality or essential purpose. Four type categories result from applying the structural criteria. These range from a general type that utilises broadly holistic concepts through to type which employs the detailed application of developmental quadrant and level concepts that formally define the integral approach as conceived by Ken Wilber. The engagement and spirituality criteria are additional enriching criteria that establish the integrity of the methods and purposes used in truly integral approaches.
Originality/value
The proposed typology will help in understanding how different authors, researchers and practitioners represent and apply the term “integral” within organisational contexts.