Mind(fulness) Over Matter: Mechanisms of Mindfulness to Facilitate Work Functioning
Bibliographic record
Abstract
The global pandemic and recent social unrest have challenged the way we think, feel, and function. It has left us with ongoing uncertainties of the future, which organizations attempt to navigate. As organizations search for and create a new sense of normalcy, we highlight the role of individual mindfulness as a way of being that organizations, leaders, and employees may cultivate to better manage their feelings of uncertainty, stress, or conflict that may be associated with the broader societal changes. The interest of mindfulness has been surging among practitioners and academics as more and more organizations employ various forms of mindfulness training for their employees (Reb et al., 2020). To this end, we ask, “how can mindfulness impact individuals to improve workplace functioning, interactions, and behaviors to ultimately influence a better future of work?” In this symposium, we consider antecedents of mindfulness such as metacognition, and both intrapersonal (e.g., identity and belonging tensions, emotional labor, well-being, engagement, psychological safety) and interpersonal (e.g., relationship satisfaction, work-home conflict, leadership) outcomes of mindfulness. In doing so, we advance mindfulness theory and practice by including a diverse set of papers which allow us to consider how mindfulness may shape employees’ functioning in the new world of work and amidst the challenges associated with the recently challenged social structures. Navigating the ‘Paradoxical Self’ with Mindfulness and Paradox Mindset Presenter: Sophia Town; Fordham U. Presenter: Josh Keller; UNSW Sydney Presenter: Timothy J. Vogus; Vanderbilt U. Presenter: Donald A. Lange; Arizona State U. Why Mindful Physicians Have More Satisfied Patients: An Emotional-Labor Account Presenter: Alisha Gupta; Virginia Commonwealth U. Presenter: Chris Reina; Virginia Commonwealth U. Presenter: Ravi S. Kudesia; Fox School of Business, Temple U. The Mediating Role of Boredom in Explaining Outcomes from Dispositional Mindfulness Presenter: Christopher James Lyddy; Providence College Presenter: Darren Jason Good; Pepperdine U. The Benefits of a Mindfulness Training Program for Women Leaders during the Covid-19 Pandemic Presenter: Megan Marie Walsh; U. of Saskatchewan Presenter: Erica Carleton; U. of Regina Presenter: Mikaila Ortynsky; Memorial U. of Newfoundland Presenter: Ellen Choi; Ted Rogers School of Management, Ryerson U. Presenter: Amanda J. Hancock; Memorial U. of Newfoundland Presenter: Kara Anne Arnold; Memorial U. of Newfoundland Mindful Leadership Fosters Psychological Safety in Teams Presenter: Adam Austen Kay; U. of Queensland Presenter: Yiqiong Li; U. of Queensland Presenter: Niklas Steffens; U. of Queensland Presenter: Zen Goh; Monash Business School
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".