clarity – Page 3 – Grow Mindfulness

Finding Your True Purpose

Tami Simon recently interviewed Stephen Cope, author of the book, The Great Work of Your Life: A Guide for the Journey to Your True Calling. Stephen has also produced an eight-week course, Your True Calling, which is available online at Sounds True.

In the interview podcast, Stephen addressed the question, “How do I find my true calling and make a difference in the world?” This question can be phrased in action terms, “How can I work out how to act in the world in line with my true purpose?”

At the outset, Stephen addresses the very real issue of what he calls, “doubt paralysis”. We can be frozen in doubt, unable to take a step forward and uncertain that what we are doing is the right thing for us to do. This can lead to “paralysed action” – where we are not taking up the numerous opportunities to move forward, but standing still.

Determining a path of action in line with your true purpose

Stephen draws on the famous book, Bhagavad Gita, to provide some guidelines on how to find your true calling and head off on an action path that aligns with it. In the process, he discusses the “four-stage path of action” described in the Bhagavad Gita. I discuss these four stages below in terms of discernment, alignment, release and elevation.

Discernment – ascertaining your true purpose by identifying what is unique about you, your past life and experience and your special skills and talents. An associated question is, “What are you uniquely equipped to do?” The present stage of your life, your location and conditions in your external environment, can point the way for your unique contribution in the world. Meditation practice can help you clarify your true purpose.
Alignment – focusing all your energies on your identified life purpose. Stephen calls this stage “unified action”. It is about aligning all your activities behind your unique calling – letting go of some things you currently do and intensifying your commitment to others that are more aligned to what you want to contribute to the world. Integration or unification of action brings with it a focus and concentration of effort which, in turn, attracts support and resources. You begin to see things that can support your endeavours – things that you did not notice before.
Release – Stephen describes this stage as “letting go of outcomes”. This requires being free of specific goals and avoiding measuring yourself against them. It entails not judging your success by whether or not you achieve specific outcomes. Outcome focus can feed your doubts, particularly if you make a mistake at some point. The release comes from letting go of fixation with outcomes and moving forward in line with your purpose. Desired outcomes will be achieved if you realise alignment with your discerned purpose.
Elevation – Stephen suggests that this stage involves turning everything over to the divine, however you define divinity. If you are not spiritually orientated, it means finding a higher purpose beyond yourself and your activity that you can relate to. This may mean linking into a individual or group that has a purpose aligned to yours but are taking action on a more global basis.

As you grow in mindfulness through different forms of meditation practice, you will gain clarity about your life’s purpose and attract support and resources to enable you to achieve alignment of your activities and release from the shackles of doubt and an outcome focus.

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Getting in Touch with Your Wounded Child

Sounds True provides a wide range of mindfulness-related resources that can be viewed online. These include podcast interviews with experts in mindfulness and online training courses including the audio learning series by Terry Real, Fierce Intimacy: Standing Up to One Another with Love. The transcript for each free podcast interview is accessible online and the interview itself can be downloaded as an mp3.

Tami Simon, the founder of Sounds True, recently interviewed Terry Real, the author of a number of books including, The New Rules of Marriage: What You Need to Make Love Work. In the podcast interview, Terry introduced one of his concepts which he called “the wounded child” – our automatic response when our sense of hurt is triggered.

As Terry pointed out, we all have a “wounded child” persona which is part of our make-up. Our wounded child is easily triggered leading to reactive, thoughtless, compulsive, automatic responses that result from an emotional flooding that Terry describes as the “W-H-O-O-S-H, like a wave that overcomes you”.

The trigger that sets off your wounded child might be criticism, real or perceived. You might have experienced criticism, blaming or accusations as a child from one of your parents. This negative experience contributes to the development of your wounded child – in this case, identified as a sensitivity to criticism which leads to defensiveness on your part. Even to this day as an adult, you may continue to experience criticism from a parent in relation to your clothes, your choice of a partner or your location, thus reinforcing your wounded child and related response.

We each have a wounded child that is easily triggered in a close relationship. For me, “feeling abandoned” is my wounded child – I spent 18 months in an orphanage as a 3-4-year-old and 12 months in a boarding school, 100 kilometres from home, when in Grade 2. These circumstances were beyond the control of my parents – my mother was seriously ill at the time and my father was overseas in Japan as part of the occupation forces.

Getting in touch with your wounded child

Through your meditation practices .you can become aware of your wounded child and how this persona is manifested in your emotions and behaviour in your close relationships. You need to be able to reflect on what triggers you and how you respond.

In this regard, the SBNRR (stop, breathe, notice, reflect, respond) process may be helpful in-the-moment or subsequently when you reflect on what happened when you were triggered.

Michael Robotham, in his psychological thriller, The Secrets She Keeps, provides a perfect illustration of a wounded child in action (Meghan) and the response elicited from her husband, Jack (who was also operating from his wounded child persona). Meghan describes the interaction:

Jack and I [Meghan] had a blazing row about money, which was merely the trigger. It began when I reversed the car into a lamppost, denting the rear hatch-lid. It was my fault. I should have admitted my mistake, but I pushed back when Jack accused me of carelessness. We fought… Jack has a similar stubborn streak, charging into every argument, wielding accusations like a bayonet. Wounded I went low, almost begging him to overreact. He did. (p. 47, emphasis added)

If both parties operate from their wounded child personas, the argument escalates, and the hurt is intensified. One reaction leads to another, as the conflict deepens. This is a lose-lose situation and the relationship itself suffers.

As we grow in mindfulness and reflection, we can become aware of our triggers, the nature of our wounded child and the responses we typically make to “what sets us off”. Beyond self-awareness, is self-management and this requires another set of skills, including “relational mindfulness”, which I will discuss in the next post.

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Focusing Inward to See Clearly

So much of our daily lives is taken up with focusing on things that are external to ourselves – social media, meetings, conversations about recent events, driving our car or trying to catch a train or bus to work. Our thoughts are often racing as we plan, evaluate and critique. As a consequence, we spend so little time focusing inward and getting in touch with our inner reality.

While our focus is external most of the time, it means that we are susceptible to being pushed and pulled by external forces – whether they relate to the internet, invasive advertising, loud conversations or the fast pace of life.

Focusing inward to see clearly

Diana Winston reminds us in her meditation podcast, Focusing inward and seeing clearly, that mindfulness meditation can bring insight, clarity, creative solutions to problems and a new level of awareness of both our inner and outer reality.

The starting point is to become grounded by placing our feet firmly on the floor and closing our eyes (or looking downward). This initial step is designed to move our attention from external things to our internal world.

We need a focus to maintain our attention to our inner world. This focus could be our breathing or sounds. However, the latter could distract us from our inner work because we are always interpreting sounds, comparing them or recalling memories that are stimulated by particular sounds.

A couple of deep breaths at the outset of our meditation can help us to let go and get focused on our breathing and where in our body it is most noticeable. A progressive body scan can also help to fix our attention within. We can feel the sensation of our feet touching the floor, the firmness of our back against our chair and the warmth/tingling in our hands as we progress our meditation.

We might also notice areas of tension in our body and progressively release this tension as we bring our attention to the relevant parts of our body. This, in turn, can make us open to our feelings which we have been holding back – we could be anxious, frustrated, angry or feeling hurt. By naming our feelings, we can gain control over them and sustain our attention on our inner focus.

Once we have stabilised our attention on our inner world, we can address several questions designed to deepen our personal insight and increase our clarity, for example:

What do I need to let go of?
Where am I heading?
What am I doing this for?
What am I doing with the surplus in my life?

As we grow in mindfulness through insight meditation, we can unearth new understandings and different perspectives on issues as well as creative solutions, we can really open up the spaciousness of our minds and achieve more of what we are capable of.

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Intention Setting in the Morning

Mornings can be hectic times as we prepare for work and/or get the children to school. More often than not, we might have a quick snack which we “gobble down” and grab a coffee on the way to work. We arrive at work and/or the school in a hurry, shouting at people who get in the road and clog up the traffic.

We are quickly lost in the pressing moments of the day – the phone calls, tasks, emails, meetings and whatever else consumes our focus and energy. We rarely, if ever, ask ourselves, “What am I doing this for?” So, we can end up going about our day mindlessly responding to whatever pressures, demands or obstacles cross our path.

Melli O’Brien suggests that you can break this cycle of endless “doing stuff” in a hurry, by engaging in a Morning Intention Setting Meditation. The aim here is to set your intention for the day and align your day’s activities with your values, what gives meaning to your life and what makes you happy. This intention will then flow through everything you do during the day – the way you communicate with people, how you spend your waiting time (e.g. waiting for a bus, taxi or a friend) and what you dedicate your time to.

Achieving an alignment between activity and your dreams, values, happiness and motivation gives you energy and provides a sense of calm and clarity.

Melli offers both a short version of this intention meditation (5 minutes) and a longer version (12 minutes). You can access both versions on her Mrs.Mindfulness blog.

The blog is worth visiting to gain a better understanding of mindfulness, learn new mindfulness practices and join a community of people who are serious about making a difference in their own lives and that of others.

As you grow in mindfulness by the morning intention meditation, you can approach your day with renewed confidence, awareness and gratitude for the opportunities the day provides.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Paying Attention

Marvin Belzer provides guidance in a meditation podcast on “paying attention”. Marvin was on the faculty of UCLA Department of Psychiatry and Biobehavioral Sciences at the time. He has many years experience with practicising and teaching meditation, having taught a semester-long course on the theory and practice of mindfulness. Among other things, he provides meditations for teens – ways for young people to learn to pay attention and to access calmness and clarity.

Marvin emphasises that “paying attention” is a natural ability that does not require forcing. We can notice things, look at things closely, observe what is happening in front of us – it all comes naturally. However, we have lost the art of focusing because of the distractions in our lives and, particularly, our endless thoughts.

To learn to pay attention again, we need to practise. This practice ideally involves focusing on something simple – our breath, hand, bodily sensations or sounds around us. If we keep the focus simple, we can more easily sustain our attention. As Marvin points out, the process of stabilising our attention on something that is simple (and does not entice our thoughts to go wild), “automatically induces calmness”. If we practise paying attention through daily meditation we also gain clarity, be able to think more clearly.

The challenge of losing attention

If our mind wanders, we do not need to consider this a failure, but “part and parcel” of the process – affirming, firstly, that our mind is active because an intelligent mind needs to exercise itself on something challenging, not something that is simple.

We will find that, as we attempt to pay attention, our mind will suddenly become absorbed in memories, thoughts, emotions or planning – like me, you could end up planning your next activity, working on your to-do-list, deciding how you are going to get to that meeting later in the day.

The important thing is to re-focus without blaming yourself or indulging in negative thoughts and stories about yourself and your perceived “weakness”. A useful technique to use if your are distracted during a meditation is to make the distraction a part of the meditation itself. Instead of consuming energy trying to get rid of the distraction (and distracting yourself more) just notice what is going on – “i see that I am feeling a bit anxious now and I sense a tightness in my shoulders”. You can just name the emotion and feel the sensation in your body.

It is important to remember that you are not trying to perform for anyone else, even yourself. You are not trying to meet anyone else’s rate of advancement. Focusing on something simple is a neutral activity and encourages you to be calm and real – to give yourself permission to be-in-the-moment.

Paying attention meditation can open your mind and heart to creativity. By stilling your mind, you are able to a access what Kabat-Zinn calls the “spaciousness” within. You will gradually overcome your existing habit of “mind wandering” and be able to develop the sustained attention needed to fully access your creative mind.

The process of paying attention is integral to all forms of meditation, with the focus varying from one form of meditation to another. In his podcast, Marvin Belzer leads you through a paying attention meditation that moves from a focus on breath, to listening to surrounding sounds, to undertaking a form of somatic meditation – focusing on your body. As we grow in mindfulness through practising paying attention in meditation, we can readily access calmness and clarity and open our minds to creativity.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Meditate with Intention

In the previous post, Replacing Shame with Kind Attention, I introduced the IAA model of mindfulness developed by Shauna Shapiro and colleagues. The model depicts a process incorporating intention, awareness and attitude, with each element reinforcing the other two. In that post, I focused on “attitude” and explored the fundamental stance of “kind intention”, that Shauna relates to caring, gentleness, trust and compassion towards ourselves. Thus “attitude” in this model relates to the “how” we need to meditate to develop mindfulness and realise its benefits.

In the current post, I want to focus on the “intention” component of the IAA model. Shauna describes this as foundational to the Model. In a video presentation about the model, she quotes the definition of mindfulness that she developed with Linda Carlson in 2006:

The awareness that arises out of intentionally paying attention in an open, kind and discerning way.

Meditating with intention is basically being conscious of the “why” – the intent or purpose for your meditation. She describes “intention” as “setting the compass” of the heart – not a destination but a direction.

Jon Kabat-Zinn reinforces the importance of intention when he states that “your intentions set the stage for what is possible”. He explains that he initially thought that the act of meditating was sufficient in itself, but soon came to learn that for personal growth and change to occur, we need to have some aspiration or vision that provides the purpose for meditation practice. Shauna Shapiro, in her own 1992 research, found that intention moves along a “continuum from self-regulation, to self-exploration and finally, to self-liberation” (which, in turn, leads to “compassionate action”).

Shauna’s study confirmed that intention determined the outcomes of meditation, so that if your focus is self-regulation that is what you will achieve. Hence, we need to meditate-with-intent, so that our personal vision and underlying values can be manifested in our words and actions. This then enables us to “rest in the moment” and have stability and clarity about our life. We meditate to realise our personal aspirations in our day-to-day lives, from moment to moment.

As we grow in mindfulness, we sharpen our intention in meditation which progressively becomes an evolving, dynamic motivation for a desired way of life. The more we develop mindfulness, the more we can consciously pursue what we value and realise it our life.

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Mindfulness and Response Ability

Mitra Manesh, in her podcast on Mindfulness and Responsibility, noted that the word “responsibility” has two components – “response” and “ability”. Her discussion and guided meditation are aimed at expanding our ability to respond rather than react.

Mitra maintains that mindfulness meditation, encompassing mindful breathing and body scan, can increase our response options so that our life is not governed by reactivity. To this end, she leads us in a guided meditation on two occasions throughout the podcast.

During her podcast, Mitra Manesh defines mindfulness as ‘kind awareness and acceptance of our present moment”. She notes that mindfulness has three essential elements – kindness, acceptance and the present moment. As we grow in mindfulness, we increase our response choices so that we are not held captive to our habituated, reactive responses.

We can more readily accept the present moment with kindness towards ourselves and others. Kindness towards ourselves requires self-compassion and self-acceptance. Kindness towards others involves consideration and compassion – being thoughtful and empathetic towards others and their needs.

Reactivity

Typically, in a wide range of situations, we react without thinking or being aware of the consequences of our words or actions for ourselves or others. If someone “steels” our parking space during busy Christmas shopping, we may have some choice words to say and/or gestures to make. If someone’s behaviour sets off a trigger for us, we will often react in an inappropriate way, usually with a response whose intensity does not match the seemingly, insignificant word or action that triggered the response – we are in a heightened reactive mode.

Reactivity taps into habituated behaviour that we have developed over time in response to various stimuli in our lives – stimuli such as disturbing situations, annoying people or frustrated expectations.

Mindfulness and response ability

Mindfulness enables us to identify the negative triggers, isolate our reactive response, name our feelings and provide us with a choice space between stimulus and response. We are able to expand our choice of responses and maintain calmness and clarity despite the disturbing nature of the situation.

Mindfulness helps us to show up differently in our relationships. Instead of reacting to conflict with our life partner or colleague by our habit of withdrawal, sullenness or hurtful words, we can have the presence of mind to avoid inflaming the situation and, instead, show consideration and kindness. Habituated reactivity fractures relationships, mindful responsiveness enriches them.

Our response ability develops with meditation practice because it helps us to grow in self-awareness and self-management. Mindfulness practice expands our response choices as we “walk the streets of life”.

Note: Mitra Manesh’s podcast is provided as one of the weekly mindfulness podcasts provided by the Mindfulness Awareness Research Center (MARC) at UCLA.

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Overcoming Nervousness through Mindfulness

Everyone experiences nervousness at some time. It is part of the human condition. However, it can be debilitating if you let it control you. If you use it to your advantage and get in touch with the associated feelings, you can actually come out stronger and perform better.

I want to talk about two things that you can do to get nervousness under control – naming the feelings involved and developing a success anchor.

Naming your feelings

In a previous post, we discussed naming feelings as a way to gain control over them – you may recall Dan Siegel’s dictum, Name It to Tame It. Nervousness will affect your thinking – your ability to concentrate and your clarity. It can be felt in the body as agitation, tenseness, shaking, pacing sweating , a dry mouth, shallow breathing or any multitude of other bodily manifestations.

Nervousness can severely impact your performance. I recall chairing one job interview panel for a managerial position and one of the applicants was so nervous that he had difficulty breathing. I spontaneously started breathing slowly and heavily and he began to pace me with his own breathing and regained control so that the interview could proceed.

Behind the nervousness can be any number of feelings or a group of feelings, such as hesitant, anxious, doubtful, wary, fearful, uncertain, unsure or uneasy. There are also expectations by others and our own expectations that can intensify our nervousness and our associated feelings.

Ariarne Titmus, 17-year-old Australian winner of the 400 metres freestyle swimming race at the 2018 Commonwealth Games (Gold Coast, Australia), in a Commonwealth Games record, said that she was nervous before the 800 metres race. When asked why she had been nervous, she said that it was because of the expectations she placed on herself about the result. She went on to win by a large margin and broke the Commonwealth Games record again. So, no one escapes nerves, no matter how good they are. If you care about how you will perform, whether in a sporting event, job interview or presentation, you will be nervous. The challenge is to use the energy of nervousness in a positive way to perform to your best, rather than be crippled by it.

I discussed a meditation on emotions practice in the previous post on naming your feelings. This can help you manage your nervousness. The initial mindful breathing step slows down your body and reduces your bodily reaction to nervousness. The second step of body scan helps you identify and release points of tension in your body. The third step of naming each feeling helps you to get in touch with each feeling and the expectation set that is influencing your nervousness. Once you name the feelings that give rise to your nervousness, you will be better able to control them and to keep the impact of your nervousness under control. You can access the list of feelings to help you name your feelings.

Developing a success anchor

One way to help manage nervousness is to recall when you were successful with a similar event that you are nervous about (or even some other successful activity). Picture yourself experiencing the success event and the positive feelings associated with this success – confident, delighted, thankful, relaxed, energetic, reassured – and absorb those feelings. Now recall what you did to make it a success – planning, practice, deep breathing, consultation or another precursor activity.

This anchoring process helps you to move to a more positive mindset, and to remind yourself that you were nervous the last time and that you successfully overcame those nerves. It also helps you to get in touch with the success strategies you used previously, because when we are nervous we sometimes have difficulty accessing these past successful strategies – we are too tense, agitated or anxious to be able to focus properly on what is required. Revisiting the positive feelings of success reassures you, too, that you can be successful.

As you grow in mindfulness, you develop self-awareness and are better able to name and tame the feelings giving rise to your nervousness and you can more easily access prior successful experiences and strategies. This, in turn, builds your self-management capacity.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Mindfulness, Action Learning and Reflection

In a previous post, I discussed how action learning and mindfulness can be mutually reinforcing in terms of building self-awareness. With action learning, the catalyst for self-awareness and redefinition of self and role are the external challenges that confront the limitations of your own sense of self. For mindfulness, the pursuit of awareness leads to the exploration of your own thoughts and emotions in everyday life and particularly in relationships and interactions.

Reflection in action learning moves from the outside to the inside, while reflection in mindfulness moves from the inside to the outside. Hence, action learning and mindfulness are complementary and mutually reinforcing.

In this post, I want to explore how action learning and mindfulness are mutually reinforcing in relation to development of the art of reflection.

Reflection

Reflection is a process of exploring our understandings and feelings we have identified as part of a review of our actions and their outcomes, intended and unintended, or a process of exploring both our understandings and feelings that we are experiencing during the course of some action or inaction.

Donald Schön (1983), author of The Reflective Practitioner: How Professionals Think in Action, argues that reflection defines the professional and he differentiates between reflection-on-action and reflection-in-action, the former occurring after we have taken some action, the latter involving reflection in the course of taking action.

Reflection-on-action

Reflection-on-action is often referred to as “reflective practice” which can be defined in the following way:

Reflective practice occurs when you explore an experience you have had to identify what happened, and what your role in the experience was – including your behaviour and thinking, and related emotions.

We reflect on our experiences to understand what we and others have contributed to a situation and its outcomes, so that we can improve our contribution and the outcomes in future situations.

Mindfulness prepares us for the reflective practice involved in action learning. If we are mindful, we are more aware of our environment, our thoughts, emotions and actions. Hence, we are more present to the situation and better able to notice and recall what transpired when we planned and took action. This leads to a clearer perception of our role in the planning and action. We also have a clearer understanding of what happened, consequences intended and unintended, and why those occurred.

Mindfulness also builds self-management so that we are better able to reflect on what transpired because our reflections are not clouded by unresolved feelings or distorted recall that is influenced by “confirmatory bias” – in other words, we can avoid “reading into’ an experience an assumption that we confirm by selectively revisiting what happened. Without effective self-management, we can delude ourselves that our reflections on our experiences are accurate when, in fact, they are clouded by our biased perceptions and assumptions (some of which we have developed to protect our self-esteem).

Mindfulness, then helps us to better reflect on action because we are more present when we undertake the action. We are more tuned to our senses – sight, sound, touch, taste and smell – more perceptive as a result. Our recollection of what happened, both in terms of ourselves and others, is more accurate because we are more aware when the action is taking place and less biased when reflecting on what took place.

Reflection-in-action

Donald Schön (1983) describes reflection-in-action as a process whereby we stop ourselves in the course of taking action and change our approach to improve our outcomes:

The practitioner allows himself [herself] to experience surprise, puzzlement, or confusion in a situation which he [she] finds uncertain or unique. He [she] reflects on the phenomenon before him [her], and on the prior understandings which have been implicit in his [her] behaviour. He [she] carries out an experiment which serves to generate both a new understanding of the phenomenon and a change in the situation. (p.68)

Mindfulness also makes us better able to reflect-in-action because we are more aware of ourselves and our environment. It can help us to stop and reflect in the course of planning or taking action based on our plans (or actions taken spontaneously or reactively).

Our improved self-management achieved through mindfulness helps us to retain our balance while taking action and gives us the capacity to effectively manage negative triggers.

Mindfulness, Action Learning and Reflection

Mindfulness enriches both reflection-on-action and reflection-in-action, while action learning acts as a catalyst to mindful reflection on our actions and their consequences. We need to be mindful to be able to reflect-in-action – being present with full awareness. So mindfulness and action learning enrich each other. The more we practice reflection on our actions, the more we are able to spontaneously reflect-in-action.

Action learning typically involves working, and reflecting, in a group so that we can be open to “supportive challenge” by others in the group, resulting in challenge to our assumptions and perspectives. Adelle Bish and Bob Dick, in their conference paper, Reflection for everyone, highlight the fact that reflection in an action learning context can be “seen as having two dimensions, one individual and intrapersonal and the other interpersonal and interactive” (p.11). These different dimensions are considered to “reinforce and build on each other” (p.12) Mindfulness enhances the individual/ intrapersonal dimension by virtue of the distinct personal benefits that accrue through mindfulness practice, and also enhances interpersonal relationships.

As we grow in mindfulness, our awareness of ourselves, our interactions and our environment grow and enable us to engage more effectively in action learning – we become more perceptive, more present, more creative and bring calmness and clarity to the situation. Mindfulness and action learning, acting in concert, are complementary and mutually reinforcing.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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Mindfulness: Enabling Sustainable Agency in the Workplace

In a previous post on agency and mental health, I stressed the need to create healthy workplace environments where employees had a sense of control over their workplace environment and the authority and responsibility to decide how the work is done.

Mindfulness enables worker agency by impacting positively on both the manager and the employee and thus enabling the development of employee agency – which is conducive to mental health.

Mindfulness and the Manager: Enabling Agency

Managers need to cope with their own thoughts and emotions when providing agency (some control and power) to employees. There is a natural fear of loss of control which can impede the delegation of authority and responsibility to employees. There is also the ongoing concern when things do not turn out as hoped for or mistakes are made. Managers need the self-awareness and self-management skills developed through mindfulness, if they are to remain calm and to resist the temptation to curtail employee agency to prevent any reoccurrence.

The more positive and healthy perspective is to encourage honesty when mistakes are made, to undertake a systemic analysis of what went wrong (rather than an inquisition of the individual involved) and enable all concerned to learn from what happened. This requires robust self-esteem on the part of the manager and a willingness to trust employees – a trust that helps to develop a constructive, mentally healthy environment. This does not preclude the manager from ensuring that adequate training is provided to employees to undertake the tasks assigned to them.

The manager’s calmness, self-control and empathy in an apparent crisis (developed through mindfulness practices), will inspire employees and build their trust, confidence and risk-taking as they move outside their comfort zone and take up the opportunities presented by increased agency – increased authority and responsibility over their work environment and how work is done.

Mindfulness and the Employee: Building Capacity for Agency

Mindfulness builds the capacity of employees to contribute effectively in an organisation by taking up the authority, responsibility and opportunity provided by increased agency.

Like the manager, employees need to develop self-awareness (understanding their own thoughts and emotions) and self-management (keeping their thoughts and emotions under control). It is natural for employees to feel fearful as they move outside their comfort zone (typically based on dependence) to exercise more independence and judgment.

Some employees are reluctant to agree outcomes and outputs in advance, even while having control over how they are achieved, because this freedom of choice and agency brings with it a new level of responsibility. Self-awareness and self-management developed through mindfulness, and support of an empathetic manager, can help employees to take on the responsibility associated with increased agency.

Mindfulness, too, enables employees to develop clarity in relation to their role and responsibilities while enabling them to develop creative solutions. It also helps them to build resilience, not in the sense of endurance of unreasonable demands, but in the sense of being able to bounce back from difficulties and setbacks when pursuing specific goals and outcomes in the workplace.

Relationships in the workplace are enhanced as employees develop social skills through mindfulness training and become better able to contribute to the team effort and collaborative endeavours.

Mindfulness: Enabling Managers and Employees to Build Sustainable Agency

Mindfulness, then, enables managers to offer increased agency to employees and, in turn, assists employees to take up the opportunities and responsibility that come with increased agency. These mutually reinforcing outcomes of mindfulness training, not only enhance productivity in the workplace but also employee wellness.

As Tali Sharot points out in her research-based book, The Influential Mind:

Just giving people a little responsibility, and reminding them that they had a choice, enhanced their well-being (p.98).

As managers grow in mindfulness, they are better equipped to provide the psychological and productivity benefits of giving increased agency to employees; on the other hand, employees trained in mindfulness are more able to take up the responsibilities and opportunities entailed in increased agency and to enjoy the satisfaction and well-being that results.

By Ron Passfield – Copyright (Creative Commons license, Attribution–Non Commercial–No Derivatives)

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