Integration of the Practice of Mindfulness within Action Learning as an Added Component within a Post Graduate Leadership Programme: An Account of Practice

Autor/in	Sanyal, Chandana
Titel	Integration of the Practice of Mindfulness within Action Learning as an Added Component within a Post Graduate Leadership Programme: An Account of Practice
Quelle	In: Action Learning: Research and Practice, 16 (2019) 2, S.159-165 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-7333
DOI	10.1080/14767333.2019.1611038
Schlagwörter	Metacognition; Leadership Training; Active Learning; Workplace Learning; Middle Management; Program Descriptions; Learning Processes; Graduate Students; Business Administration Education; Mental Health; Health Services; Teaching Methods; Business Schools; Foreign Countries; United Kingdom + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Führungslehre; Aktives Lernen; Mittlere Führungskraft; Learning process; Lernprozess; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Psychohygiene; Health service; Gesundheitsdienst; Gesundheitswesen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Großbritannien
Abstract	This account of practice provides a practical example of the use of mindfulness practice within action learning which was a component of a bespoke UK Business School post-graduate leadership development programme commissioned by an English NHS Mental Health Trust aimed at improving the leadership capacity of mid-level managers through work-based learning. The article discusses background and context of the programme followed by how application of mindfulness exercises was integrated within the action learning process to encourage participants to be 'in the moment' as an added component of their leadership development. The aim of the paper is to share examples of practice applied within action learning. Finally, the paper asserts that the application of mindfulness exercises helped to enhance the action learning process by creating a calm, focused space for individual and collective reflections, enhancing the quality of engagement and enabling action learning members to take a more pragmatic approach to addressing the work issues raised within the action learning sets. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01