(Teaching) Managing Mindfully

In contrast to the practice of mindful management, the traditional goal of many business learners ¿ and teachers ¿ is to learn (and teach) work-based tactics, tools, and techniques. While tactics and technology are a necessary part of management education, we believe they provide an insufficient basis for successful business functioning and personal/professional development in the third millennium. Toward that end, we believe that memorization can never enrich learning in the same way...
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In contrast to the practice of mindful management, the traditional goal of many business learners ¿ and teachers ¿ is to learn (and teach) work-based tactics, tools, and techniques. While tactics and technology are a necessary part of management education, we believe they provide an insufficient basis for successful business functioning and personal/professional development in the third millennium. Toward that end, we believe that memorization can never enrich learning in the same way that struggling with ethical precepts or attempting to understand the application of a concept or model to a situation can. Thus, we believe in finding ways to foster active, involved learners who are engaged in a process of discovery. This process of discovery reveals insights into self, implications of actions and decisions, and discovery about what works and what doesn¿t in contexts that make sense for the problem at hand.This book is meant for anyone interested teaching managing mindfully, actively, and in an engaged way. We believe that these ideas are appropriate for use at the undergraduate, MBA, and executive levels and in a wide range of courses that deal with leadership and managing. Organizational Behavior, General Management, Organizational Change, Business in Society, Strategic Management, and Leadership are some course titles that come to mind, but feel free to use these exercises wherever you deem appropriate¿and adapt them for your own use. Whether used in universities or organizations, the exercises can serve as a major focus of course development or, more likely, be used as a supplement to traditional texts and approaches.