Mindful Leadership

3.1.2 Mindful Leadership

Adams (2016) explains that a mindful leader is one who explores mindfulness to gain a deeper knowledge of him/herself and goes ahead to make a conscious effort to explore such knowledge to manage him/herself better, by taking personal responsibility for their individual actions and striving to be the best leader. Bunting (2016) explains that mindfulness can be understood as the maintenance of an open-hearted awareness in terms of thoughts, emotions, bodily sensations, and the environment in the present moment. It is experiencing and accepting the present as it is. Langer (2010) explains that mindfulness can be as simple as noticing new things and not being focused so much on ones being. Dunoon and Langer (2012) explain that mindful leadership is being at the front, communicating vision, and enthusing others. 

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3.1.3 The importance and benefits of Mindful Leadership

Crutsinger, Wilson, Martin, Albarran, and Wilson (2015) explained that institutions need to engage in training their workers on mindful leadership rather than taking it casually that it will come naturally or learned by doing or studying a few books. Wells (2015) found out that by practicing mindfulness by school leaders, stress levels often reduce. Furtner, Tutzer, and Sachse (2018) explain that openness has a significant role to play when it comes to mindfulness. Further, self-leadership was found to have a positive relationship with mindfulness. Pipe and Bortz (2009) explain that self-nurture, which result from mindful leadership has important benefits; for instance, internal healing through reduced stress, consequently leading to sustained energy on part of the leader when it comes to having the energy to care for others. Ashford and DeRue (2012) explained that a mindful leader will be at the forefront in ensuring that different problems are identified beforehand and measures to achieve goals are strengthened and made successful in all means possible. 

3.1.5 Children (3-5) learning through Mindful Leadership

Reitz and Chaskalson (2016) explain that motivating mindful behavior is appropriate and can be instilled through training. It can be inscribed through rewarding. Shirley and MacDonald (2016) explain that mindful leadership to a teacher can be taught to kids and inspired to other leaders. Brendel and Bennett (2016) explain that what is needed is an integrated pedagogy that gives individuals access and embodies in them a way of being. The leader and the individual should not be separated. According to Goleman, Boyatzis, McKee, and Johnston (2015), mindful methodologies help in the development of emotional intelligence, which is critical in the cognitive development of children. Rogoff, Paradise, Arauz, Correa-Chávez, and Angelillo (2003) found out that intent participation characterized by child-focused activities is often important in the development learning processes in children. Such learning is put in place using different methodologies such as mindful learning and leadership. Berthelsen and Brownlee (2007) explained that the nature of the practice of caregivers has an impact on children where caregiver attention is often critical in the development of cognitive functions. 

3.1.6 Summary of Kindergarten Readiness

Lillard (2011) explains that in Montessori setup, mindfulness is taught as early as in Kindergarten by teaching kids how to meditate. This can be replicated to other schooling systems. Thierry, Bryant, Nobles, and Norris (2016) highlighted that mindfulness to preschoolers can be as simple as teaching them to often focus on their attention. Tarrasch, Margalit-Shalom, & Berger (2017) found that mindfulness is a concept that can be taught using psychoeducational material, which correlates mindfulness and compassion.

References

Adams, J. (2016). Mindful leadership for dummies. John Wiley & Sons.

Ashford, S. J., & DeRue, D. S. (2012). Developing as a leader: The power of mindful engagement. Organizational Dynamics, 41(2), 146-154.

Brendel, W., & Bennett, C. (2016). Learning to embody leadership through mindfulness and somatics practice. Advances in Developing Human Resources, 18(3), 409-425.

Berthelsen, D., & Brownlee, J. (2007). Working with toddlers in child care: Practitioners’ beliefs about their role. Early Childhood Research Quarterly, 22(3), 347-362.

Bunting, M. (2016). The Mindful Leader: 7 Practices for Transforming Your Leadership, Your Organisation and Your Life. John Wiley & Sons.

Crutsinger, C., Wilson, A. K., Martin, E., Albarran, A. B., & Wilson, D. (2015). Mindful Leadership Development: Investing in the Academy. The Department Chair, 26(2), 3-5.

Dunoon, D., & Langer, E. (2012). Mindful leadership communication: Three keys for action. Training & Development, 39(3), 12.

Furtner, M. R., Tutzer, L., & Sachse, P. (2018). The mindful self-leader: Investigating the relationships between self-leadership and mindfulness. Social Behavior and Personality: an international journal, 46(3), 353-360.

Goleman, D., Boyatzis, R. E., McKee, A., & Johnston, F. (2015). Mindful Leadership: Emotional Intelligence Collection (4 Books). Harvard Business Review Press.

Langer, E. (2010). A call for Mindful Leadership. Harvard Business Review.

Lillard, A. S. (2011). Mindfulness practices in education: Montessori’s approach. Mindfulness, 2(2), 78-85.

Pipe, T. B., & Bortz, J. J. (2009). Mindful leadership as healing practice: Nurturing self to serve others. International Journal of Human Caring, 13(2), 34-38.

Reitz, M., & Chaskalson, M. (2016). How to bring mindfulness to your company’s leadership. Harvard Business Review.

Rogoff, B., Paradise, R., Arauz, R. M., Correa-Chávez, M., & Angelillo, C. (2003). Firsthand learning through intent participation. Annual review of psychology, 54(1), 175-203.

Shirley, D., & MacDonald, E. A. (2016). The mindful teacher. Teachers College Press.

Tarrasch, R., Margalit-Shalom, L., & Berger, R. (2017). Enhancing visual perception and motor accuracy among school children through a mindfulness and compassion program. Frontiers in psychology, 8, 281.

Thierry, K. L., Bryant, H. L., Nobles, S. S., & Norris, K. S. (2016). Two-year impact of a mindfulness-based program on preschoolers’ self-regulation and academic performance. Early Education and Development, 27(6), 805-821.Wells, C. M. (2015). Conceptualizing Mindful Leadership in Schools: How the Practice of Mindfulness Informs the Practice of Leading. Education Leadership Review of Doctoral Research, 2(1), 1-23.

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