Mind Training for Innovation

2014 ◽  
pp. 52-71 ◽  
Author(s):  
Julia Connell ◽  
Charlotte Thaarup
Keyword(s):  
Knowledge Sharing ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Future Research ◽  
Creative Processes ◽  
Training And Support ◽  
Human Resource Personnel ◽  
Creativity And Innovation ◽  
Mind Training ◽  
And Training

This chapter fills a gap in the innovation literature by exploring why creativity and innovation are important in the workplace and how the process of creativity can be supported through the practice of mindfulness. At the group and organisational levels, the chapter examines what is required of an organisation through an HR perspective in order to facilitate the optimum context for supporting creativity and innovation through knowledge sharing and transfer. There is a key emphasis on an organisation's culture, structure, and ethos, utilising a knowledge-sharing framework, in addition to a focus on the physical workspaces that can support innovative and creative processes. Finally, proposals for managers and human resource personnel interested in building foundations for creativity in the workplace include: mindfulness training and support for mindfulness practice, the reduction of stress to allow creativity to emerge, and group/team support and training. Suggestions for future research are also offered at the end of the chapter.

Mind Training for Innovation

2016 ◽  
pp. 1719-1738
Author(s):  
Julia Connell ◽  
Charlotte Thaarup
Keyword(s):  
Knowledge Sharing ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Future Research ◽  
Creative Processes ◽  
Training And Support ◽  
Human Resource Personnel ◽  
Creativity And Innovation ◽  
Mind Training ◽  
And Training

This chapter fills a gap in the innovation literature by exploring why creativity and innovation are important in the workplace and how the process of creativity can be supported through the practice of mindfulness. At the group and organisational levels, the chapter examines what is required of an organisation through an HR perspective in order to facilitate the optimum context for supporting creativity and innovation through knowledge sharing and transfer. There is a key emphasis on an organisation's culture, structure, and ethos, utilising a knowledge-sharing framework, in addition to a focus on the physical workspaces that can support innovative and creative processes. Finally, proposals for managers and human resource personnel interested in building foundations for creativity in the workplace include: mindfulness training and support for mindfulness practice, the reduction of stress to allow creativity to emerge, and group/team support and training. Suggestions for future research are also offered at the end of the chapter.

Putting your mind at ease: findings from the Mindfulness Ambassador Council programme in Toronto area schools

2015 ◽  
Vol 10 (4) ◽  
pp. 376-392 ◽  
Author(s):  
Tracy Smith-Carrier ◽  
Theo Koffler ◽  
Faye Mishna ◽  
Anna Wallwork ◽  
Joanne Daciuk ◽  
...  
Keyword(s):  
Secondary School ◽  
Controlled Trial ◽  
Well Being ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Future Research ◽  
School Students ◽  
Case Study Methodology ◽  
Content Type ◽  
School Settings

Purpose – The purpose of this paper is to gain understanding of the benefits and limitations of mindfulness training among secondary school students and teachers in Toronto, Ontario, Canada. Design/methodology/approach – Using a case study methodology, the authors analysed programme evaluation forms and conducted thematic analyses of focus groups with Catholic secondary school teachers and students that participated in the Mindfulness Ambassador Council programme. Findings – The findings suggest that mindfulness training may provide participants with opportunities for personal growth, specifically in the areas of stress reduction, relaxation, social awareness, self-discovery and relationship building. Research limitations/implications – This study confirms existing literature that training in mindfulness practice may be beneficial in strengthening relationships, reducing stress and anxiety and promoting inner well-being and social-emotional learning in youth. To test these findings empirically, future research should examine mindfulness training in schools using a robust randomised controlled trial design. Practical implications – Given the current state of research on mindfulness-based interventions specifically with the adolescent population, the study provides useful and timely data on participants ' experiences with mindfulness training, and discusses how such training can be effectively harnessed within secondary school settings. Originality/value – There is growing evidence that the regular practice of mindfulness has myriad psychological, therapeutic and health benefits, and contributes to heightened emotional intelligence and improved performance in a host of activities. Relatively little is known, however, about the effects of mindfulness interventions on child and adolescent populations. The study contributes to the emerging evidence on mindfulness practice with students in school settings.

Characteristics of Medical Teams in Disaster

2017 ◽  
Vol 32 (2) ◽  
pp. 195-200 ◽  
Author(s):  
David Oldenburger ◽  
Andrea Baumann ◽  
Laura Banfield
Keyword(s):  
Scoping Review ◽  
Future Research ◽  
Publication Type ◽  
Key Characteristics ◽  
The Subject ◽  
Medical Teams ◽  
Team Functioning ◽  
Creativity And Innovation ◽  
Inductive Thematic Analysis ◽  
And Training

AbstractDisasters present unique challenges for teams providing medical assistance to those populations impacted by the event. This scoping review focused on the characteristics of medical teams in disaster and how these characteristics are developed. The scoping review methods of Arksey and O’Malley were followed. An inductive thematic analysis of selected articles was used to identify recurrent themes. A total of 6,521 articles were reviewed from eight databases, yielding 33 articles. Four recurrent theme groups were identified: (1) adaptability, flexibility, and improvisation; (2) creativity and innovation; (3) experience and training; and (4) leadership and command structure. The study highlighted key characteristics identified by responders for effective team functioning and interdependence between the characteristics. It also identified the paucity of literature on the subject. Results from the study can help to guide future research and training development for medical teams in disaster.OldenburgerD,BaumannA,BanfieldL.Characteristics of medical teams in disaster.Prehosp Disaster Med.2017;32(2):195–200.

A Qualitative Examination of User Perceptions of User-Driven and App-Controlled Hearing Technologies

2019 ◽  
Vol 28 (4) ◽  
pp. 993-1005 ◽  
Author(s):  
Gitte Keidser ◽  
Nicole Matthews ◽  
Elizabeth Convery
Keyword(s):  
Hearing Aids ◽  
Care Delivery ◽  
Hearing Aid ◽  
New Technology ◽  
Successful Implementation ◽  
Semistructured Interview ◽  
User Perceptions ◽  
Template Analysis ◽  
Training And Support ◽  
And Training

Purpose The aim of this study was to examine how hearing aid candidates perceive user-driven and app-controlled hearing aids and the effect these concepts have on traditional hearing health care delivery. Method Eleven adults (3 women, 8 men), recruited among 60 participants who had completed a research study evaluating an app-controlled, self-fitting hearing aid for 12 weeks, participated in a semistructured interview. Participants were over 55 years of age and had varied experience with hearing aids and smartphones. A template analysis was applied to data. Results Five themes emerged from the interviews: (a) prerequisites to the successful implementation of user-driven and app-controlled technologies, (b) benefits and advantages of user-driven and app-controlled technologies, (c) barriers to the acceptance and use of user-driven and app-controlled technologies, (d) beliefs that age is a significant factor in how well people will adopt new technology, and (e) consequences that flow from the adoption of user-driven and app-controlled technologies. Specifically, suggested benefits of the technology included fostering empowerment and providing cheaper and more discrete options, while challenges included lack of technological self-efficacy among older adults. Training and support were emphasized as necessary for successful adaptation and were suggested to be a focus of audiologic services in the future. Conclusion User perceptions of user-driven and app-controlled hearing technologies challenge the audiologic profession to provide adequate support and training for use of the technology and manufacturers to make the technology more accessible to older people.

Distinguishing The Cognitive Processes Of Mindfulness: Developing A Standardised Mindfulness Technique For Use In Longitudinal Randomised Control Trials

2019 ◽  
Author(s):  
Ben Isbel ◽  
Mathew J Summers
Keyword(s):  
Cognitive Processes ◽  
Mindfulness Training ◽  
Mindfulness Practice ◽  
Explanatory Framework ◽  
Cognitive Faculty ◽  
Metacognitive Processes ◽  
Capacity Model ◽  
Developmental Progression ◽  
Open Monitoring ◽  
Randomised Control Trials

A capacity model of mindfulness is adopted to differentiate the cognitive faculty of mindfulness from the metacognitive processes required to cultivate this faculty in mindfulness training. The model provides an explanatory framework incorporating both the developmental progression from focussed attention to open monitoring styles of mindfulness practice, along with the development of equanimity and insight. A standardised technique for activating these processes without the addition of secondary components is then introduced. Mindfulness-based interventions currently available for use in randomised control trials introduce components ancillary to the cognitive processes of mindfulness, limiting their ability to draw clear causative inferences. The standardised technique presented here does not introduce such ancillary factors, rendering it a valuable tool with which to investigate the processes activated in this practice.

Neurocognitive Bases of Crossmodal Integration Deficit in Dyslexia

2019 ◽  
Author(s):  
Margaret Gullick ◽  
James R. Booth
Keyword(s):  
Reading Interventions ◽  
Training Programs ◽  
Reading Difficulties ◽  
Visual Representations ◽  
Future Research ◽  
Typically Developing ◽  
Critical Component ◽  
Crossmodal Integration ◽  
Phonological Deficits ◽  
And Training

Crossmodal integration is a critical component of successful reading, and yet it has been less studied than reading’s unimodal subskills. Proficiency with the sounds of a language (i.e., the phonemes) and with the visual representations of these sounds (graphemes) are both important and necessary precursors for reading, but the formation of a stable integrated representation that combines and links these aspects, and subsequent fluent and automatic access to this crossmodal representation, is unique to reading and is required for its success. Indeed, individuals with specific difficulties in reading, as in dyslexia, demonstrate impairments not only in phonology and orthography but also in integration. Impairments in only crossmodal integration could result in disordered reading via disrupted formation of or access to phoneme–grapheme associations. Alternately, the phonological deficits noted in many individuals with dyslexia may lead to reading difficulties via issues with integration: children who cannot consistently identify and manipulate the sounds of their language will also have trouble matching these sounds to their visual representations, resulting in the manifested deficiencies. We here discuss the importance of crossmodal integration in reading, both generally and as a potential specific causal deficit in the case of dyslexia. We examine the behavioral, functional, and structural neural evidence for a crossmodal, as compared to unimodal, processing issue in individuals with dyslexia in comparison to typically developing controls. We then present an initial review of work using crossmodal- versus unimodal-based reading interventions and training programs aimed at the amelioration of reading difficulties. Finally, we present some remaining questions reflecting potential areas for future research into this topic.

Conclusions and Future Directions for the Study of Accurate Personality Judgment

2020 ◽  
Author(s):  
Tera D. Letzring
Keyword(s):  
Standardized Tests ◽  
Personality Trait ◽  
Training Programs ◽  
Future Research ◽  
Research Topics ◽  
Theoretical Frameworks ◽  
Future Directions ◽  
Personality Judgment ◽  
Exciting Time ◽  
And Training

This chapter identifies several well-established findings and overarching themes within personality trait accuracy research, and highlights especially promising directions for future research. Topics include (1) theoretical frameworks for accuracy, (2) moderators of accuracy and the context or situation in which judgments are made, (3) the important consequences of accuracy, (4) interventions and training programs to increase judgmental ability and judgability, (5) the generalizability of previous findings, and (6) standardized tests of the accuracy of judging personality traits. The chapter ends by stating that it is an exciting time to be a researcher studying the accuracy of personality trait judgments.

Gifted Classroom Environments and the Creative Process: A Systematic Review

2021 ◽  
pp. 016235322110014
Author(s):  
Lindsay Ellis Lee ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Systematic Review ◽  
Creative Process ◽  
Classroom Culture ◽  
Systematic Evaluation ◽  
Future Research ◽  
Critical Examination ◽  
Process Skills ◽  
Classroom Environments ◽  
Creative Processes ◽  
K 12

As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused, for systematic evaluation. A critical examination of literature published from 2011 to 2019 identified characteristics of educational environments that foster creative processes and highlighted key themes, including integrating creative process skills, adaptive environments, reflective classroom culture, and challenges to implementation. Implications for classroom application and suggestions for future research are discussed.

scholarly journals A Pragmatic Controlled Trial of Forest Bathing Compared with Compassionate Mind Training in the UK: Impacts on Self-Reported Wellbeing and Heart Rate Variability

2021 ◽  
Vol 13 (3) ◽  
pp. 1380
Author(s):  
Kirsten McEwan ◽  
David Giles ◽  
Fiona J. Clarke ◽  
Yasu Kotera ◽  
Gary Evans ◽  
...  
Keyword(s):  
Heart Rate ◽  
Heart Rate Variability ◽  
Positive Emotions ◽  
Controlled Trial ◽  
Healthcare Providers ◽  
Increase Heart Rate ◽  
Future Research ◽  
Post Intervention ◽  
Forest Bathing ◽  
Mind Training

Forest Bathing, where individuals use mindfulness to engage with nature, has been reported to increase heart rate variability and benefit wellbeing. To date, most Forest Bathing studies have been conducted in Asia. Accordingly, this paper reports the first pragmatic controlled trial of Forest Bathing in the United Kingdom, comparing Forest Bathing with a control comprising an established wellbeing intervention also known to increase heart rate variability called Compassionate Mind Training. Sixty-one university staff and students (50 females, 11 males) were allocated to (i) Forest Bathing, (ii) Compassionate Mind Training or (iii) Forest Bathing combined with Compassionate Mind Training. Wellbeing and heart rate variability were measured at baseline, post-intervention and three-months follow-up. There were improvements in positive emotions, mood disturbance, rumination, nature connection and compassion and 57% of participants showed an increase in heart rate variability. There were no significant differences between conditions, showing that Forest Bathing had equivalence with an established wellbeing intervention. The findings will help healthcare providers and policy makers to understand the effects of Forest Bathing and implement it as a feasible social prescription to improve wellbeing. Future research needs to involve clinical populations and to assess the effects of Forest Bathing in a fully powered randomised controlled trial.

Significance of Job Attitudes and Motivation in Fostering Knowledge Sharing Behaviour Among Bank Personnel

2021 ◽  
Vol 20 (01) ◽  
pp. 2150003
Author(s):  
Muhammad Umar ◽  
Maqbool Hussain Sial ◽  
Syed Ahmad Ali
Keyword(s):  
Job Satisfaction ◽  
Knowledge Sharing ◽  
Job Involvement ◽  
Job Attitudes ◽  
Partial Least Square ◽  
Least Square ◽  
Future Research ◽  
Public And Private ◽  
Knowledge Intensive ◽  
Public And Private Sector

This research examines the association of job attitudes (i.e. job involvement, job satisfaction, and commitment) with knowledge sharing behaviour of bank personnel through behavioural antecedents (i.e. motivation, attitude, and intentions to share knowledge). The hypothesised relationships among job attitudes (excluding job involvement), behaviour antecedents, and knowledge sharing behaviour are significant and consistent. Notably, the association of job satisfaction with the motivation to share knowledge is insignificant. The survey results are based on data from a stratified multistage cluster sample of 316 public and private sector bank professionals from Pakistan, analyzed using Partial Least Square (PLS)-Structure Equation Modelling (SEM). The research provides a framework for theoretical and practical implications in knowledge-intensive organisations to foster knowledge sharing that increases individual as well as organisational productivity. The study paves the way for future research by including knowledge-oriented leadership, culture, trust, knowledge governance, and citizenship behaviour in the current framework for analysis in diverse geographical and demographical contexts.

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