Interpersonal Mindfulness in Leadership Development: A Delphi Study

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
E. Donaldson-Feilder, Rachel Lewis, J. Yarker, Lilith A. Whiley
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引用次数: 2

Abstract

Mindfulness is increasingly being used within leadership development to enhance managers’ wellbeing and leadership capability. Given the relational nature of leadership, we posit that an interpersonal form of mindfulness has the potential to offer benefits over and above those provided by personal or internal mindfulness. We therefore chose a Delphi research methodology to consult and achieve consensus among expert practitioners, exploring if and how interpersonal mindfulness, in the specific form of the Interpersonal Mindfulness Program (IMP), can contribute to leadership development. Our aims were, firstly, to identify the necessary components of an IMP-based leadership development program and, secondly, to create guidelines for practitioners. Through four phases of data-gathering and feedback, we achieved consensus among 39 experts on guidelines for how to develop a leadership development program based on the IMP, contextual factors that will act as facilitators or barriers, and selection and screening of participants. The intention is that the resulting guidelines will support the implementation of coherent, consistent IMP-based leadership development, sensitive both to its origins and to the context.
人际正念在领导力发展中的作用:德尔菲研究
正念越来越多地被用于领导力发展,以提高管理者的幸福感和领导力。考虑到领导的关系性质,我们认为人际形式的正念有可能提供超越个人或内部正念的好处。因此,我们选择了德尔菲研究方法,在专业从业者中进行咨询并达成共识,探讨人际正念,即人际正念计划(IMP)的具体形式,是否以及如何有助于领导力发展。我们的目标是,首先,确定基于IMP的领导力发展计划的必要组成部分,其次,为从业者制定指导方针。通过四个阶段的数据收集和反馈,我们在39位专家中就如何制定基于IMP的领导力发展计划的指导方针、充当促进者或障碍的背景因素以及参与者的选择和筛选达成了共识。其目的是,由此产生的指导方针将支持实施连贯、一致的基于IMP的领导力发展,对其起源和背景都很敏感。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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