mental health – Page 6 – Grow Mindfulness

The Benefits of Gratitude

Increasingly research into gratitude has highlighted the benefits of being grateful and expressing that feeling through thought, writing or action.

Neuroscientist, Glenn Fox, in his article, “What the brain reveals about gratitude“, argues that scientific studies have established that expressing gratitude can improve your health, your relationships and your overall happiness. He also asserts that recent research demonstrates that gratitude alleviates depression.

In support of this view, Joel Wong and Joshua Brown established through their research that gratitude practice helps people who experience mental health issues as well as people who are mentally healthy. They postulate that practising gratitude displaces “toxic emotions” such as anger and resentment through the cultivation of positive emotions such as appreciation.

Wong & Brown, drawing on their research, demonstrate that just the act of expressing gratitude has substantial personal benefits and that sharing the expression of gratitude is not essential to realise these benefits. Their research entailed a control group of participants writing “gratitude letters”. They established that the benefits of being grateful grow over time and that there are sustained, positive effects on the brain, including “greater neural sensitivity in the prefrontal cortex” which leads to improved mental health over time.

They comment insightfully:

Much of our time and energy is spent pursuing things that we currently don’t have. Gratitude reverses our priorities to help us appreciate the people and things that we do have.

Robert Emmons in his ground-breaking article, “Why gratitude is good“, shares the results of research undertaken with his colleagues and lists the demonstrated physical, psychological and social benefits of gratitude. He asserts that gratitude entails more than appreciating what is good in our life – it also involves acknowledging the people who have enabled that “goodness”. This entails recognising that the source of what we experience as good is often someone outside of ourselves.

The researchers designing these research studies often had participants produce a gratitude journal – recording on a regular basis the things that they are grateful for. We can generate the positive energy of gratitude by reflecting on what is good in our past life or in the present.

As we grow in mindfulness through gratitude meditation, we train our brain to recognise what is good in our life, to appreciate the contribution of others to our happiness and mental health and to express that gratitude often and spontaneously. Through this state of positivity, we are better able to handle the challenges and stresses in our life.

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Recognition of the Signs of Mental Illness and How to Intervene

In the previous post, I discussed being mindful of mental health in the workplace. This involves not only awareness and being present to staff and colleagues, but also being able to recognise the early warning signs of mental illness and having the courage and competence to intervene.

The early warning signs of mental illness in the workplace

Recognition of the early warning signs of mental illness enables early intervention to prevent deterioration in a person’s mental health. Without such an intervention, issues can build up for the individual, making it more difficult for them to manage their stress and/or stressors.

The Mentally Healthy Workplaces Toolkit introduced in the earlier post provides a list of possible early warning signs of mental illness and lists them under five categories:

Physical – such as constant tiredness, continuous ill health, major changes in appearance and/or weight, complaints about ongoing health concerns
Emotional – such as irritability, loss of a sense of humour or of confidence, increased cynicism, nervousness, overly sensitive to perceived or real criticism
Cognitive – overall performance decline through lots of mistakes, lack of concentration and/or inability to make decisions (constant procrastinating)
Behavioural – behaving out of character by becoming more introverted or extroverted, withdrawing from group activities, lateness to work, not taking scheduled breaks (such as lunches) but taking unofficial time off
In the business – inability to meet deadlines, declining motivation, frequent absences, working long hours unproductively.

There may be multiple causes for one or more of these early signs to occur. So, it becomes important to check in with the person involved as to how they are going and whether you can be of assistance.

Checking in – having the conversation

Often managers and colleagues are reluctant to say anything to the person showing early sings of mental illness and the person involved is often unwilling to raise the issue for fear of being seen as “not coping” or “being weak”. Part of the problem is that they really need support and care and genuine concern for their welfare. They can be experiencing a strong sense of isolation, lack of support and associated depression. Extending a helping hand can often work wonders. But how do you start the conversation?

People in the workplace are very ready to ask someone about a physical injury such as a broken wrist but when it comes to a mental illness they are often fearful or uncertain – yet the person with the early signs really needs someone to show care and concern. So, we can have a situation where the two parties – the manager/colleague and the person experiencing mental illness – are compounding the problem by not engaging in the conversation- a form of mutual withdrawal.

The recognised format for the initial conversation where someone is displaying the early signs of mental illness is called AYOK – “Are you okay?” The Mentally Healthy Workplaces Toolkit offers four steps for starting the conversation:

Ask R U OK?
Listen without judgment
Encourage action
Check in

It is useful to preface this conversation with the observation, “I have noticed that…and I am concerned for your welfare.” In other words, communicate what you have observed (shows you are interested in the person) and express care and concern.

The person involved may be unwilling to talk initially but it is important to undertake the occasional check-in. An experienced practitioner at the 19th International Mental Health Conference mentioned that on one occasion he had the initial AYOK conversation and the person involved said they were okay…and yet, some months later they came up to the practitioner and said, “I’m not okay, my daughter committed suicide three months ago – can you help me?” Having had the initial conversation opened the way for the subsequent voluntary disclosure. To avoid the conversation compounds the sense of isolation of the individual involved – they feel that they can’t help themselves and that no one else is willing to help them.

It is important to prepare for the conversation beforehand – know what you are going to say, allow time for the interaction and choose an appropriate time and place. You need to ensure that you are prepared to listen and be mindful during the conversation.

You can provide support by suggesting they use the Employee Assistance Program, visit their doctor (who can initiate a formal Mental Health Care Plan) or discuss options for making reasonable adjustments to their work situation. The important thing is that you take compassionate action, not letting the situation deteriorate.

It is vitally important to maintain confidentiality about any information disclosed to protect the privacy of the person involved. You will need the explicit consent of the individual to disclose the information to co-workers, for example. The information conveyed to you can only be used for the purpose intended by the disclosure – e.g. to enable a reasonable adjustment to their workload or pattern of work.

The exception would be where the person discloses that they are experiencing suicidal thoughts or feelings. In this case, you will need to seek professional support. Beyond Blue has some very sound and detailed guidelines for the conversation in these situations, including what language to use. ConNetica, in their blog post Chats for life APP, also provides an App (with practical conversation tips) which has been designed by young people for young people experiencing mental health problems, and possibly suicidal thoughts and feelings.

As we grow in mindfulness through meditation and reflection, we can become more aware of the early signs of mental illness, have the courage and confidence to have the AYOK conversation and a willingness to take compassionate action.

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Action Learning Challenges the Values of Narcissistic Managers

In a previous post, I highlighted the role that self-awareness and agency (control over one’s work environment) play in developing and sustaining mental health in the workplace. Narcissistic managers undermine self-awareness and block the achievement of agency by managers and staff.

The negative impact of narcissistic managers on self-awareness and agency in the workplace

Narcissistic managers through their distorted self-belief, words and behaviour undermine genuine self-awareness of subordinates by modelling an inflated view of themselves, seeking scapegoats to assign blame even when it is not warranted (and they are to blame) and causing subordinates to doubt their own competence and sanity.

Narcissistic managers also block the development of agency amongst subordinate managers and staff by their micromanagement, unpredictability, unrealistic and unreasonable workplace demands and dishonesty.

The result of this frustration of agency and the underpinning self-awareness, is a toxic workplace that is injurious to the mental health of subordinates and the narcissistic managers themselves. Action learning interventions challenge the values of narcissistic managers and work to reduce their negative impact on the mental health of subordinate managers and staff in a workplace.

Action learning: a challenge to the values of narcissistic managers

Action learning interventions in toxic work environments can help to reduce the negative impact of narcissistic managers through the development of self-awareness amongst subordinate managers and staff and the growth of managerial and employee agency within the organizational unit involved. I have previously described an action learning intervention, undertaken by Rod Waddington in an educational institution, designed to reduce the negative impacts of a toxic work environment.

If we examine the characteristics of narcissistic managers, we can readily see that the underpinning values of such a manager are in direct opposition to those of action learning – the former involves destruction of agency, abuse, divisiveness, exclusiveness, resistance to ideas from managers and staff and an autocratic style of management. Action learning, in contrast, involves increased agency, mutual respect, collaboration, inclusiveness, openness to ideas from managers and staff and a participative style of management.

While the narcissistic manager creates divisiveness through blaming, favouritism and exclusiveness, action learning overcomes this ‘divide and conquer’ approach through the power of collaboration built through mutual respect and inclusiveness. The contrast in values described above reinforces the need to undertake an organization intervention designed to embed a new set of values where a toxic work environment exists. In Rod’s action learning intervention, the participant managers undertook a “values advocacy campaign” – designed to replace the existing demeaning value set with values that enrich the working environment and nurture engagement, creativity and commitment.

When you enable agency through action learning, managers must take up the responsibility that goes with it, including the need to let go of control and create opportunities for staff growth and development through delegation of authority. This grows the manager’sown positive influence while contributing to the sense of agency of staff and the mental health of all concerned.

As people develop self-awareness and agency in their workplace through action learning, they grow in mindfulness and the capacity to act constructively on their environment in the present moment, rather than being focused on the uncertainty, doubt and instability that arises in a toxic work environment.

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Meditation and Mental Health

Jonathan Kryiger and Andrew H. Kemp, researchers at the University oF Sydney, discussed meditation and mental health in a blog post titled, Beyond Spirituality: the role of meditation in mental health.

in their article, they identify a number of benefits for mental health reported in research on meditation. They indicate how meditation, both by expert practitioners and people who meditate for short periods of time, can result in positive changes in their body, brain, emotional regulation ability and rate of ageing.

Of particular note, is the ability of meditation to assist in the treatment and management of acute and chronic pain. Particular forms of mindfulness meditation such as Mindfulness Based Stress Reduction (MBSR) demonstrate positive results in the treatment of mood disorders and anxiety.

Meditation and regulating emotions to achieve mental health

While the generic benefits noted above can be realised through different forms of meditation, the focus of mindfulness meditations can vary considerably. Throughout this blog, we have mentioned some meditations that target specific negative emotional responses that are injurious to mental health:

Forgiveness meditation, in which we focus on forgiving another person who has caused us harm or hurt, aims to reduce resentment which can undermine our self-esteem, self-confidence and effectiveness
Self-forgiveness meditation targets the never-ending cycle of self-criticism and negative self-evaluation which brings with it debilitating shame and guilt
Gratitude meditation can help to reduce depression which can disable us from taking constructive action in the various arenas of our daily life
Equanimity meditation helps us to replace mental agitation and disappointment with calmness and self-assurance
R.A.I.N. meditation helps us to face the “fear within” and frees us from the disabling effects of fear and anxiety that hinder our capacity to live fully and creatively
Somatic meditation enables us to get in touch with our bodies and progressively remove the emotional imprint of adverse events or trauma manifested in muscle tightness or pain
Loving kindness meditation focused on others can take us beyond damaging self-absorption and self-preoccupation and free us to access peace and happiness through the appreciation of others and their contributions to the quality of our lives
Expose negative self-stories through awareness raising.

The weekly meditation podcasts provided by the Mindful Awareness Research Center (MARC) at UCLA can extend the range of meditations we employ to target unhelpful and unhealthy emotions that impact the quality of our mental health.

As we grow in mindfulness through focusing our meditations on replacing negative emotions with positive ones, we can experience real growth in our mental health and our capacity to live life fully and creatively, develop loving and fulfilling relationships and avoid the downward spiral of mental illness.

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Self-Forgiveness

We have all hurt ourselves and other people during our lives – it’s part of being human. Unfortunately, we can carry around the associated guilt, negative self-evaluation, and sense of unworthiness that act as a dead weight holding us back and weighing us down.

Self-forgiveness and self-compassion are essential for our mental health and wellbeing and for the development of wisdom. Sometimes, the accumulated guilt for the hurts we have caused seems too great for us to tackle it. The sense of guilt and shame becomes buried deeply in our psyche as we avoid confronting the hurt we have created by our words, actions or omissions. Self-forgiveness is the way forward and the means to release ourselves from the tyranny of guilt.

However, we can often be held back by the misconceptions and unfounded beliefs we hold about forgiveness meditation. Jack Kornfield identifies three myths that get in the road of our practising self-forgiveness:

Myth 1: Forgiveness is a sign of weakness – in reality, forgiveness requires considerable courage to “confront our demons” and deal with the pain of self-discovery. The demand for courage is especially pertinent when addiction is involved.
Myth 2: Forgiveness means we are condoning the hurtful action – in fact, we often resolve never to do that hurtful action again or to avoid the situation where we are tempted to react inappropriately. If we fail to address the guilt and shame, we are held captive and are more likely to take that hurtful action again
Myth 3: Forgiveness is a quick fix – it can be far from this. Jack Kornfield recalled a mindfulness teacher that requested that he do a 5-minute forgiveness exercise 300 times over a number of months. If we undertake forgiveness meditation, we can procrastinate or fall into the trap of the opposite of forgiveness (blame, self-loathing). Sometimes self-forgiveness will involve a lot of pain, regression, diversion and ongoing effort to avoid falling back into a lack of loving kindness.

Self-forgiveness is something we have to keep working at as we go deeper into our feelings of shame and guilt and their hidden sources. Jack Kornfield suggests that self-forgiveness releases us from the burden of the past and allows us to open to our heartfelt sense of our own goodness.

As we grow in mindfulness through self-forgiveness meditation, we can gain a sense of freedom to be ourselves, a newfound self-respect and energy for kindness and compassion towards others. We will become less self-absorbed and weighed down and feel free to open up to others.

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Action Learning, Mindfulness and Mental Health in the Workplace

Over the past few months I have been exploring the linkages amongst action learning, mindfulness and mental health. I have found that action learning and mindfulness are complementary and enable the development of an organisational culture that is conducive to mental health. The image above represents my current conceptualisation of the relationships amongst action learning, mindfulness and mental health.

Mental illness in the workplace

The pressures of modern life have led to the increasing incidence of people in the workplace suffering from mental illness. This is compounded by the increase in the number of narcissistic managers. My own experience of consulting to organisations over many years has highlighted for me the urgency of taking action in the area of mental health in the workplace.

One particular consulting experience involved helping a manager and their group to become more effective. The senior manager exhibited high levels of narcissistic behaviours and the middle manager – while sincere and very conscientious – lacked self-awareness and interpersonal skills. This workplace environment was toxic for the mental health of all involved, including myself as a consultant.

Action learning and toxic work environments

In the course of my research and work as an organisational consultant and academic, I came across an action learning intervention in an educational context in South Africa that addressed the mental health issues resulting from a toxic workplace. This doctoral study has been published in article form and is described in my post on overcoming a toxic work environment through action learning.

Around the same time, I had the good fortune to study another doctorate that addressed the trauma experienced by midwives in a hospital in New Zealand. This research used action learning to change the culture from a punitive one to a culture that supported health professionals suffering trauma, reduced the impact of the traumatic event and enabled them to be more resilient in the face of the trauma experience. I discussed this case in my blog post on agency through action learning.

Creating a mentally healthy workplace through action learning

Reflecting on these two studies about action learning and toxic workplaces raised my awareness of the positive mental health implications of the action learning-based, manager development that I had been conducting with my colleague, Julie Cork, over more than a decade. I came to conceptualise that manager development program as creating a mentally healthy workplace through action learning. The perception of this program as developing a culture conducive to mental health in the workplace was reinforced by a report by two lawyers titled, Mental Health at Work.

When facilitating the Confident People Management (CPM) Program with Julie, we have the participating managers identify the characteristics of their worst and best managers. Then we ask them to identify their feelings when working for the best managers and then when working for the worst managers. Over more than a decade there has been almost unanimity over more than 80 programs in terms of the relevant managerial characteristics and the resultant feelings of subordinate staff. This is independent of whether the participants are from the capital city or regional areas and does not differ substantially amongst participants of different occupations and professions – whether the participants are police officers, doctors, lawyers, scientists, mental health professionals, nurses, hospital managers or public servants engaged in child safety, accounting or marketing roles. Participant managers know intuitively what managerial behaviours are conducive to mental health and what are injurious. We set about in the CPM to develop the characteristics of “good managers” in the program.

Mindfulness and mental health in the workplace

The research supporting the positive impact of mindfulness on mental health and its role in overcoming mental illness is growing exponentially. The ever-growing research base in this area led to The Mindfulness Initiative in the UK and the creation of the Mindfulness All-Party Parliamentary Group (MAPPG).

The benefits of mindfulness for mental health in the workplace were then documented in two very significant reports, Mindful Nation UK and Building the Business Case for Mindfulness in the Workplace. I have discussed this proactivity in the UK and the associated reports in a post, The Mindfulness Initiative: Mindfulness in the Workplace.

The Mindful Nation UK report incorporates feedback from the Trade Union Congress (TUC) which argues strongly that mindfulness alone will not solve the problems of toxic work environments. They contend that organisations need proactive interventions (not just isolated mindfulness training) to ensure that organisational culture is conducive to employee well-being. I have argued that action learning is an intervention that can develop a culture conducive to mental health.

In my discussions I take this conclusion one step further by contending that action learning and mindfulness are complementary and contribute to mental health through the development of agency and self-awareness.

Action learning and mindfulness as complementary interventions.

Reflection is integral to action learning and some mindfulness practices rely on reflection on events and personal responses to build awareness. I have discussed the similarities and differences in these reflective practices within the two approaches in a post titled, Mindfulness, Action Learning and Reflection.

Elsewhere, I have shown how action learning can contribute to the development of mindfulness through “supportive challenge”, mutual respect, equality and “non-judgmental feedback”. This discussion is available in a blog post, titled Developing Mindfulness Through Action Learning.

After discussing the complementarity between action learning and mindfulness, I wrote a reflection on the previously mentioned action learning intervention designed to change a toxic work environment in an educational setting. In this reflection, I discussed how mindfulness training could have helped the participants to exercise more fully the responsibility that came with agency. In a subsequent post, I looked at how mindfulness expands our response ability.

In a further reflection on both the doctoral studies mentioned above, I highlighted the capacity of mindfulness to break through the “conspiracy of silence” about mental health in organisations and to strengthen both self-awareness and resilience.

The complementarity betwen action learning and mindfulness in terms of developing a culture conducive to mental health comes into sharper focus when we consider the contribution of each to “agency” and “self-awareness” in the workplace.

Action learning and mindfulness develop agency in the workplace

Drawing on the work of Tali Sharot, author of The Influential Mind, I have shown how agency is a necessary prerequisite for mental health in the workplace. I have also explained how action learning can contribute to both employee agency and managerial agency. One of the things that stop managers from providing employees with agency (control over their work environment and the way their work is done) is fear of loss of control. Mindfulness enables a manager to overcome this fear, provide agency to employees and grow their own influence in the process.

I contend further that mindfulness enables agency to be sustained in the workplace for both managers and employees. Managers are better able to realise their potential by “letting go” and enabling employee agency. Employees, in turn, build their capacity to take up the agency provided through their own pursuit of mindfulness. “Sustainable agency” is an organisational condition that provides a nurturing environment for managerial and employee growth and for the mental health of all concerned.

Action learning and mindfulness develop self-awareness in the workplace

When you look at the underpinning philosophy of both action learning and mindfulness you find that both actively work towards achieving self-awareness by removing the blindness of false assumptions, unconscious bias, prejudice, and self-limiting “narratives”.

Action learning and mindfulness can thus act together to build self-awareness, a precondition for mental health. In the process, they provide the payoff from self-awareness in terms of increased responsiveness, creativity and self-management. Action learning and mindfulness also enhance self-awareness by encouraging us to admit what we do not know.

As managers grow in mindfulness through mindfulness practices they are better able to contribute to action learning and to build a culture that is conducive to mental health. Mindfulness helps both managers and employees to develop deeper self-awareness and to build their capacity to take up the agency provided, thus leading to a more sustainable organisational capacity for agency.

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Reflections on an Action Learning Intervention

In my previous post I described an action learning intervention undertaken by Dr. Rod Waddington to overcome a toxic workplace within the education sector in South Africa. What I would like to do now is share some reflections on this discussion.

Action learning intervention – overcoming narcissism

If we look at narcissistic managers, we can readily see that the underpinning values of such a manager are in direct opposition to those of action learning – the former involves destruction of agency, abuse, divisiveness, exclusiveness, resistance to ideas from managers and staff and an autocratic style of management. Action learning, in contrast, involves increased agency, mutual respect, collaboration, inclusiveness, openness to ideas from managers and staff and a participative style of management.

While the narcissistic manager creates divisiveness through blaming, favouritism and exclusiveness, action learning overcomes this “divide and conquer” approach through the power of collaboration built through mutual respect and inclusiveness.

The contrast in values described above reinforces the need to undertake an organisation intervention designed to embed a new set of values. In the action learning intervention discussed previously, the participant managers undertook a “values advocacy campaign” – designed to replace the existing demeaning value set with values that enrich the working environment and nurture engagement, creativity and commitment.

Agency and responsibility

In an earlier discussion, I emphasised how agency supports mental health by giving people a sense of control over their work environment and how their work is done. In a toxic environment, agency is destroyed through micromanagement and the pursuit of control over managers and their staff. Action learning, on the other hand, builds agency

However, when you enable agency, managers have to take up the responsibility that goes with it and this requires conscious effort to build managerial confidence. Action learning is one way to do this. Evaluations of action learning programs consistently demonstrate that managers grow in confidence about their authority and their capacity to exercise their responsibility and to be accountable.

In the action learning intervention discussed previously managers moved from a state of helplessness to being more assertive and proactive – thus demonstrating their increased sense of responsibility and empowerment.

In these reflections, I have focused on the need to address the differences in values between action learning and narcissistic managers who create a toxic environment. In the next post, I will explore how mindful meditation could be integrated into the action learning intervention to grow mindfulness and enhance the outcomes from the organisational intervention.

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Overcoming a Toxic Work Environment through Action Learning

Dr. Rod Waddington, PhD, recently published an article about his doctoral research which incorporated action learning as a central intervention. His article, Improving the work climate in a TVET [Technical & Vocational Education} college through changing conversations, tracks his intervention as Human Resource Development (HRD) Manager in a college in South Africa that had five campuses.

Organisational toxicity and its impacts

The college was characterised by a toxic workplace that resulted in both physical and psychological problems for employees, both managers and staff. Rod discussed the toxicity of the organisation in terms of the “toxic triangle” described in the article by Padilla, Hogan & Kaiser, The toxic triangle: Destructive leaders, susceptible followers, and conducive environments.

Rod was then able to address the three elements that contributed to toxicity in the college – toxic leaders, toxic followers and a toxic organisational context (systems, processes and procedures that enabled toxicity to develop and grow). Toxic leaders were identified as displaying narcissistic tendencies and traits in that they micromanaged, abused and bullied staff, failed to address poor behaviour (in part, because of favouritism), threw tantrums and undermined engagement, productivity and wellness of managers and staff.

The Action Learning Group

Rod was able to create an action learning group (action learning set) comprising a representative group of nine managers who managed campuses and reported to the Corporate Centre where the HRD manager worked. His description of this approach to organisational intervention was in terms of engaging people who were directly impacted by, and were contributeding to, the toxic organisational environment:

I had to learn to adopt an inclusive, participative, democratic paradigm to guide a bottom-up approach. I thus recruited other managers as participants, co-researchers and change agents to constitute an action learning set. (p.9)

The Action Learning Process

Rod chose to use a process of drawing and story telling to capture the experiences and feelings of the managers who formed the action learning group. He provided a large calico sheet for them to draw on and space around a central drawing of a river which symbolised the flow of events and the connectedness and interdependence of the group members.

In the first instance, the managers in the participating group were invited to identify events that contributed to their experience of trauma and stress. The invitation to draw and use colours and shapes engaged their right brain and moved them away from their usual mode of thinking – thus providing some sense of safety in exchanging information that was self-disclosing and uncomfortable, leaving them vulnerable.

The story telling or narrative that followed the drawings enabled the managers to articulate what they each had been feeling for a long time but that they had denied, submerged and kept hidden from others. The process gave them permission to be honest in their communication with each other because it helped them to realise that they were not alone in their experience of personal hurt and dissatisfaction.

The participating managers identified different feelings – a strong sense of abandonment through lack of support, devalued because they were not listened to, dehumanised because they were verbally abused and hopelessness because there was no positivity or direction provided.

In a second round of drawings, the managers were asked to develop a picture of a changed workplace which incorporated the values that had been denied through the toxicity of the work environment. This second drawing enabled the managers to tap into a sense of empowerment and hope that they could create an environment conductive to improved personal physical and mental health and to the development of an organisation characterised by wellness and mutual respect.

Outcomes of the Action Learning Process

Participants started to admit their own feelings as well as the part they themselves played in perpetuating the toxic environment. This growth in self-awareness enabled them to move from helplessness and self-blame to take up the “agency and responsibility” offered to them through the action learning process. In this way, they developed skills in self-management. Hence, the intervention overall enabled the development of managerial agency for the participant managers.

The focus of conversation amongst the managers moved from negative thoughts and stories to discussion focused on hope and aspiration. A key outcome was the development of a sense of responsibility, not only for their own area of responsibility but also for the organisation as a whole. This was reflected in the managers’ agreement to initiate a “values campaign” in their areas of responsibility based on five core values – inclusiveness, participation, trust, empowerment and consultation. They developed an agreed format for posters to be used as part of this “values advocacy”.

Through the processes of drawing, sharing and reflecting, participants built trust in each other, changed their mind-sets, developed better coping skills and increased resilience as proactive change managers.

The action learning process and the development of mindfulness

The action learning process enabled the participant managers to grow in mindfulness – becoming increasingly aware of themselves and the impact of their thoughts, feelings and behaviour on their organisational environment. Along with this increased self-awareness, they developed enhanced self-management skills, taking up responsibility for shaping their work environment and becoming more assertive in communicating and pursuing their own needs and those of their staff.

The participant managers were able to develop awareness through a clear focus on improving a toxic work environment and doing so in a non-judgmental way, moving from self-blame and blaming others to acting to improve the situation for all who were experiencing the pain and suffering resulting from organisational toxicity. So, they were motivated not only to remove their own pain and suffering but also that of others affected by the work environment. This then reflects compassion , a key feature of emotional intelligence and mindful leadership.

[Note: Dr. Rod Waddington published the abovementioned article with co-author, Leslie Wood, Research Professor, Faculty of Education Sciences, North-West University, South Africa.]

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Calming the Busyness of Our Minds

Haruki Murakami, the famous Japanese author, in his book A Wild Sheep Chase, gives us an insight into the busyness of our minds when his lead character comments:

My body was hazed to the core, but my mind kept swimming swiftly around through the convoluted waterways of my consciousness, like a restless aquatic organism.

This churning of our brains, stimulated by endless disruptive advertising, means that we spend so little time just being still in both mind and body. There is so much of life we miss out on because we are so unaware with our focus oscillating beyond the present to the past or the future. As Andy Puddicombe suggests, it only takes ten minutes a day to be still and do nothing, while experiencing calmness and happiness – escaping the torment of a turbulent mind.

Jack Kornfield, in discussing awareness, tells the story of a famous violinist who took part in an experiment to demonstrate peoples’ lack of awareness. The violinist was due to play in a concert on a particular night before 1,000 people. However, during the day of the concert, he set up in a busy street in New York and started playing his violin in his inimitable, brilliant style. At the end of the day, he had only $17 USD in his hat which he had left out for donations. Very few people stopped to listen, only young children tended to stop and take in the music.

Most people who walked past the violinist, or hurried past, were “lost in thought” – unable to hear and focus on the beauty of the music. If only we could recapture the wonder of young children who are intensely attuned to their senses and not yet captured by their minds. To wonder at what we hear or see, taste or touch, or smell. requires us to be present like a child. It takes awareness and the ability to still the ferment of our minds.

As we grow in mindfulness through mindfulness practice, we can learn to calm the busyness of our minds and to value stillness and silence – the nurturing environment for creativity and mental health and wellbeing.

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Mindfulness and Action Learning: Building Self-Awareness

So far in this blog, I have explored how agency contributes to mental health and how both action learning and mindfulness build agency – managerial agency and employee agency.

In this post, I want to explore one of the elements that action learning and mindfulness have in common – self-awareness. To the extent that action learning and mindfulness are working towards a common goal, they can reinforce each other and, working in concert, help to transcend the barriers that impede the development of agency and mental health in the workplace.

Mindfulness and Action Learning: Building Self-Awareness

In 2013, I explored how action learning builds mindfulness in the workplace. I focused very much on the respective contribution of action learning and mindfulness to the development of self-awareness. In that blog post for our consultancy company, Merit Solutions, I concluded that action learning builds self-awareness through the norm of “supportive challenge” by peers, along with the challenge of “doing something significant about something imperative” which forces us to redefine our roles, our values and how we perceive ourselves.

I contended there that both action learning and mindfulness have a common goal of building self-awareness – freedom from false assumptions, from entrenched negative thoughts and stories and from narrow perspectives on what people are capable of achieving. This self-awareness, in turn, builds agency and mental health.

In discussing what is definitive about action learning, Reg Revans, in his book, The Origins and Growth of Action Learning, explained that action learning, involving real commitment to action in the here-and-now, causes the participants to “become aware of their own values” and entails a “voyage of self-discovery” which enables them to “fix attention upon this inner and personal self”. In the process of taking action after disclosing their own motives for change “to close and critical colleagues”, they are “obliged to explore that inner self otherwise taken for granted and never questioned”. Critical but supportive colleagues help the action learner to assess their own ideas and outcomes in an often-hostile organisation environment and this, in turn, will “purge them of any lingering self-deception”. Thus, action learning involves “development of the self by the mutual support of equals” who are also engaged in the “struggle to understand themselves”. (pp. 630-633).

Jon Kabat-Zinn, a global leader in the mindfulness movement, in an interview with Krista Tippett, stated that mindfulness meditation results in a new level of self-awareness:

…you change your relationship to who you think you are as a person and in particular to the story of who you are or think you are.

As we grow in mindfulness and engage in action learning we realise that we are on a journey of self-discovery where the limitations of our thoughts and actions are exposed and we are forced to confront ourselves and the level of alignment between our words and actions.

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

Image source: courtesy of Gadini on Pixabay

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