Being While Doing: An Inductive Model of Mindfulness at Work

Mindfulness at work has drawn growing interest as empirical evidence increasingly supports its positive workplace impacts. Yet theory also suggests that mindfulness is a cognitive mode of “Being” that may be incompatible with the cognitive mode of “Doing” that undergirds workplace functioning. Therefore, mindfulness at work has been theorized as “being while doing,” but little is known regarding how people experience these two modes in combination, nor the influences or outcomes of this interaction. Drawing on a sample of 39 semi-structured interviews, this study explores how professionals experience being mindful at work. The relationship between Being and Doing modes demonstrated changing compatibility across individuals and experience, with two basic types of experiences and three types of transitions. We labeled experiences when informants were unable to activate Being mode while engaging Doing mode as Entanglement, and those when informants reported simultaneous co-activation of Being and Doing modes as Disentanglement. This combination was a valuable resource for offsetting important limitations of the typical reliance on the Doing cognitive mode. Overall our results have yielded an inductive model of mindfulness at work, with the core experience, outcomes, and antecedent factors unified into one system that may inform future research and practice. We did a full hour … of [mindfulness] training… My pager went off like three times. … He\u27s telling us to meditate, and everyone\u27s pager was just beeping. It was not very conducive to meditating. –medical residen

Assessment in anatomy

From an educational perspective, a very important problem is that of assessment, for establishing competency and as selection criterion for different professional purposes. Among the issues to be addressed are the methods of assessment and/or the type of tests, the range of scores, or the definition of honour degrees. The methods of assessment comprise such different forms such as the spotter examination, short or long essay questions, short answer questions, true-false questions, single best answer questions, multiple choice questions, extended match questions, or several forms of oral approaches such as viva voce examinations.Knowledge about this is important when assessing different educational objectives; assessing educational objectives from the cognitive domain will need different assessment instruments than assessing educational objectives from the psychomotor domain or even the affective domain.There is no golden rule, which type of assessment instrument or format will be the best in measuring certain educational objectives; but one has to respect that there is no assessment instrument, which is capable to assess educational objectives from all domains of educational objectives.Whereas the first two or three levels of progress can be assessed by well-structured written examinations such as multiple choice questions, or multiple answer questions, other and higher level progresses need other instruments, such as a thesis, or direct observation.This is no issue at all in assessment tools, where the students are required to select the appropriate answer from a given set of choices, as in true false questions, MCQ, EMQ, etc. The standard setting is done in these cases by the selection of the true answer

A Competency Mapping for Educational Institution: Expert System Approach

This paper presents the development of expert system to assist in the operation of competence management in educational institution. The knowledge based consists of a rule-based expert system for the competence management and subsequent performance assessment. It is generally recognized that an expert system can cope with many of the common problems relative with the operation and control of the competence management process. In this work an expert system is developed which emphasize on various steps involved in the competence management process. The knowledge acquisition to develop this expert system involved an exhaustive literature review on competence management operation and interviews with experienced deans and the competence managers. The development tool for this system is an expert system shell

Leadership and Diversity in Investment Banking: Explaining Male and Female Potential

Although women are now entering the professions in equal numbers to men, they are still less likely to occupy senior positions, particularly in higher paid private sector organisations. This is of particular concern to many financial services organisations who have already sought to enhance opportunities for women. Despite these efforts there is a growing recognition of a need for more detailed understanding of the processes contributing to differential career progression. A socio-cognitive model of unfair discrimination (Silvester& Chapman, 1996) applied to appraisal contexts suggests two potential barriers to women reaching senior organisational positions. First, that managers use different attribution patterns to explain the behaviour of male and female staff and, secondly, that differences in the way male and female employees explain their own performance impacts on their career progress. The two barriers in this model have yet to be tested within a single organisation. This PhD aimed to do this by investigating how managers in an investment bank identify leadership potential in male and female employees. The research consisted of 5 main studies: 1) an investigation of attributions used by UK managers to explain employees' leadership potential; 2) an investigation of attributions used by UK employees to explain their own leadership potential; 3) an exploration of behaviours used by UK managers and employees to define leadership potential; 4) a validation study examining behaviours associated with leadership potential; and 5) a cross-cultural comparison of UK and US managers' explanations for employees' leadership potential. Overall, findings indicated significant differences in the way both UK and US managers identify and evaluate male and female leadership potential. Conversely, little evidence was found to suggest male and female employees were explaining their own leadership potential in different ways. Implications of these findings and practical steps to address these issues are discussed

The Development and Validation of the Emotion Knowledge and Awareness Test

The purpose of this study was to develop, test, and pilot a general outcome measurement tool that will allow educators to test young children’s knowledge of factors of emotional development: emotional identification and fluency, understanding situations where multiple emotions are present, understanding that others may feel differently in situations, and emotional regulation (CASEL, 2014). There are few assessments that reliably measure emotion knowledge in early elementary grades. The Emotion Knowledge and Awareness Test (EKAT) has been developed for kindergarten through second grade students to measure emotion awareness across two domains: knowledge and management. It was developed as a pre/posttest assessment to measure levels of emotion knowledge and strategy gains associated with social-emotional learning curricula. Practitioners will learn about the content validation processes and initial piloting of the EKAT. The EKAT development took place over four distinct phases. Phase One included item development and informal content validation with practitioners. In order to develop the items, the principal investigator trained her research team on the steps for item generation. Phase Two included content validation of the EKAT from a panel of experts in the fields of child development, psychology and education as well feedback from practitioners. The third phase included a pilot study of the EKAT with a diverse population of students throughout Western Massachusetts. The final analysis phase of the EKAT included a classical test theory analysis to eliminate items with poor discrimination and an exploratory and confirmatory factor analysis to measure how the items fit into the knowledge and management domains

Research and Applications of the Processes of Performance Appraisal: A Bibliography of Recent Literature, 1981-1989

[Excerpt] There have been several recent reviews of different subtopics within the general performance appraisal literature. The reader of these reviews will find, however, that the accompanying citations may be of limited utility for one or more reasons. For example, the reference sections of these reviews are usually composed of citations which support a specific theory or practical approach to the evaluation of human performance. Consequently, the citation lists for these reviews are, as they must be, highly selective and do not include works that may have only a peripheral relationship to a given reviewer\u27s target concerns. Another problem is that the citations are out of date. That is, review articles frequently contain many citations that are fifteen or more years old. The generation of new studies and knowledge in this field occurs very rapidly. This creates a need for additional reference information solely devoted to identifying the wealth of new research, ideas, and writing that is changing the field

Economics of Human Resources Development under Globalisation

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