responsibility – Grow Mindfulness

Relational Resilience through Bodily Awareness

Christina Dohr presented on the topic of “Relational Resilience” during the recent Embodiment Festival. Christina is a qualified somatic educator and embodiment coach, who aims to help people through bodily awareness (of breath, sensations, posture and movement) to achieve self-awareness and authentic connection and relationships. She is a strong advocate of movement as a way to tap into the mind-body connection and emotions – her background includes dance, improvisation and a black belt in Aikido.

Relational resilience is a concept typically employed in research literature especially in relation to the development of girls and women and often refers to the capacity to bounce back in the face of trauma, difficulties and health issues. The concept is also employed in the context of parenting and dependent child development. In her presentation, Christina used the idea of relational resilience to refer to any relationship, intimate or friendship relationship. She focused on sustainability of relationships in the face of life challenges and the role of deepening connection to facilitate mutual growth. Christina also reinforced the research-based evidence that demonstrates the key role that supportive relationships play in healing from trauma and coping with personal difficulties.

Bodily Awareness

Christina, being an embodiment coach, offered bodily awareness as a way into relational resilience. She highlighted the fact that the way we visualise and use our bodies impacts our relationships. Throughout her presentation she introduced a range of embodiment practices designed to build bodily awareness and the messages we communicate in our interactions. We can concur with Bessel van der Kolk’s concept that The Body Keeps the Score – not only in relation to traumatic experiences but also everyday interactions.

Christina focused on a number of areas that either sustain or dimmish relationships such as listening. She suggests that we explore how we listen and whether or not we bring openness, curiosity and genuine interest to our intimate relationships. Christina offered an embodiment practice to look at the relative give and take in a relationship – a key determinant of sustainability and resilience. She suggested that participants in the Zoom workshop joined their hands together and visualise the balance occurring in their relationship by moving their joined hands towards themselves or away from themselves. At the same time, participants were encouraged to tap into their bodily sensations as they experienced this movement to or away from themselves.

Another key area that Christina covered is “ownership” in a relationship – the degree to which we own our words and action and their outcomes, intended and unintended. She stressed the need “to take responsibility” and not deflect or deny when we make a mistake or “stuff up” in a relationship. This could mean simply acknowledging that we didn’t listen properly or that we were not paying attention. This genuineness and honesty contribute to trustworthiness which, in turn, develops relational resilience. We can notice our bodily reactions/sensations when confronted with the challenge to “own responsibility” for our words, actions, inactions or omissions in a relationship.

Christina indicated that there are times when we tend to own responsibility when its is not appropriate – we might overcompensate, overdo giving (trying to anticipate a partner’s every need) or try to read another person’s mind. She offered a simple embodiment exercise to illustrate this point. If your shape your hands “to hug a tree”, the inner circle (or the imaginary tree) represents your area of responsibility – outside the circle is someone else’s responsibility. She suggests that you can also embody this concept of responsibility boundaries (and experience it through accompanying bodily sensations) by facing one palm in towards yourself (your responsibility) and the other palm facing away from you (the other person’s responsibility). Being conscious of how you feel as you do this can increase your bodily and emotional awareness.

Reflection

Christina encourages us to use our body as a mirror to our “inner landscape”. There is so much we can overlook or ignore, but our bodies are registering everything – the way others look at us, avoid us or attend to what we say. Our bodies are continuously sensing and reacting, often at an unconscious level. One of Christina’s goals is to assist us to “uncover unconscious embodiment patterns” and help us to change what no longer serves our relationships and its resilience. To this end she offers embodiment coaching and workshops to help people gain bodily awareness and develop mature and resilient relationships.

We can grow in mindfulness and self-awareness as we explore embodiment practices and pay attention to our bodily sensations and reactions in our daily interactions. Christina’s presentation gives us some relationship areas to think about, focus on and experience bodily. Other presentations at the Embodiment Festival can advance our personal insight by offering a variety of embodiment practices.

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

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How to Release Pain and Reduce Difficult Emotions

Deepak Chopra on discussing how to release pain and difficult emotions stressed the connection between our physical bodies and our emotions and also the interconnectedness of all living things. He maintained that “there is no mental event that doesn’t have a biological correlate” – that is to say, that our every thought and related emotion finds expression in some form in our body. He stressed that our brain serves to integrate everything we experience – our thoughts, feelings, emotions, social interactions and the ecosystems that surround us. Deepak talked too of our entanglement with each other – how we influence each other energetically and emotionally through “limbic resonance”.

In speaking of ways to reduce physical pain in another video presentation, Deepak strongly supported the idea of regular exercise to release endorphins, meditation to take us beyond our limiting perceptions, music to reduce stress and pain and social connection and interactions to provide support. He maintained that, contrary to popular belief, alcohol and smoking increase pain rather than reduce it. He also highlighted the powerful role of biofeedback, employed by various health professionals including the Chopra Center for Wellbeing.

A seven-step process for physical healing and emotional release

In his presentation for the You Can Heal Your Life Summit, Deepak offered a seven-step process for physical healing and emotional wellbeing. The seven steps serve as an integrated approach to individual mindfulness practices that we have previously discussed on this blog.

You begin by reflecting on an interaction that made you upset or left you having to deal with difficult emotions. Then you follow the following seven steps:

Accept responsibility: accept what you are feeling as your own, not blaming others for the way you are feeling. Without accepting responsibility, you cannot gain control over your feelings, nor can you wait for the other person to change so that you can be released from your feelings, because this will not happen.
Feel the feeling in your body: Deepak maintains that any feeling relates to one of the energetic centres of your body, one of the seven Chakras. The location of your pain is an indicator of the Chakra involved and the unfulfilled need finding expression in that Chakra, e.g. pain around the heart region (the Heart Chakra) can signal a need for love and belongingness, while pain in the stomach region (Solar Plexus Chakra) can indicate an unmet need for stability and strength. To feel the feeling you can close your eyes and focus on the area of your body where you feel pain – and bring your awareness to it without doing anything other than being with the pain wherever it is being felt in your body.
Name your feeling: Deepak describes this step as “labelling your feelings”. By naming your feelings accurately, you can learn to tame them. He calls accurate naming “labelling intelligently” – the more specific you can be about what you are feeling, e.g. resentment, anger, shame, the better you are able to deal with it.
Write it down – here the aim is to express what happened from three different perspectives – your own, the other person’s perspective and a third person’s perspective – the independent observer. Deepak maintains that using this 1^st, 2^nd and 3^rd person approach reduces the emotional energy you have invested in the conflict, improves your immune system, and lightens your emotional load because “you are not weighed down by the emotion”.
Share it with someone: here you share both the process you used and the outcome for you with someone that you trust. It is important to accurately share the three perspectives that you have developed – avoid excusing your own behaviour and blaming the other person.
Use a ritual release: Deepak suggests that a ritual activity that symbolises “release” reinforces your new state of equilibrium and equanimity. It can take many forms but needs to be a personal way of expressing release, e.g. using a mantra meditation, scrunching up the paper you have written on or throwing it in the river.
Celebrate the release: again using something that is meaningful to you, e.g. a long forest walk, or mindful walking by the bay – some activity that manifests your joy and the realisation that you are moving on, no longer trapped physically or emotionally.

Reflection

The wisdom of this approach is the recognition throughout of the profound mind-body connection – In releasing our emotions, we can release pain in our bodies. It takes time to develop the self-intimacy and honesty required to defuse these emotions and the related physical pain. Persistence brings its own rewards in this endeavour as in many other endeavours. As we grow in mindfulness through mindfulness practices, meditation and reflection, we can achieve a level of consciousness that creates emotional freedom and physical ease. Deepak maintains that “all healing is consciousness”. To deepen our level of consciousness, we can make a habit of self-observation, naming our feelings and related unmet needs, and exploring creative ways to respond.

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

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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.

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

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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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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.

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

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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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Managerial Agency through Action Learning

In an earlier post I discussed how mindfulness enabled sustainable employee agency. I subsequently discussed the need to underpin mindfulness training with organisational interventions that develop managers and leaders and create a culture that is conducive to mental health and enables the realisation of the individual capacity-building benefits of mindfulness.

Building managerial agency through action learning

Previously, I discussed a particular longitudinal action learning intervention that addresses both manager and leadership development and appropriate cultural change. The Confident People Management program is designed to enhance the people management skills of managers and leaders.

One of the consistent findings about this action learning program, drawn from self-reports and external reviews, is that the action learning based, manager development program is an intervention that builds manager confidence to take up the authority and responsibility that derives from their managerial position.

The action learning based program builds managerial capacity to develop people management practices that are conducive to mental health in the workplace. Of note, is the development of managerial and employee agency embedded in the philosophy and approach of action learning.

Managers have the responsibility to improve their work environment, build the competence and confidence of their staff and establish a workplace conducive to mental health.

The authors of Mental Health at Work stress the legislative underpinning of a manager’s responsibility for mental illness in the workplace. They point, for example, to relevant Australian legislation such as:

Health and Safety legislation (which varies between States)
Common Law and related Case Law
Anti-Discrimination legislation
the Fair Work Act
Worker’s Compensation Legislation

Our experience with the Confident People Management (CPM) Program is that, despite the weight of this legislation, managers often need “permission” to shape their workplace culture and to engender employee agency through delegation, employee development and positive feedback.

The CPM Program, consistent with the action learning philosophy, incorporates a collaborative ethos and involves the participant managers in undertaking a project designed to improve the workplace environment and the way the work is done – thus engaging their employees in these endeavours which are designed to build employee agency.

Action learning, managerial agency and mindfulness

Action learning based manager development programs, properly designed, can thus build managerial agency which, in turn, activates the individual capacity-building benefits of mindfulness, seen from the perspective of both the manager and the employees.

As managers grow in mindfulness, they become confident enough “to let go”, develop deeper insight into their authority and responsibility, experience enhanced motivation and self-control to engage employees in improving both work and the working environment and, thus, creating a workplace conducive to mental health, not only for their employees but also for themselves.

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.

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