EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
20 http://ejbo.jyu.fi/
Promoting Sustainability: The Effects of Workplace Mindfulness Training
Introduction
Mindfulness training is enjoying grow-ing popularity in work life settings, with the aim to increase employees’ mindful-ness level and thereby their well-being. Prior evidence suggests that higher mindfulness is associated with reduced stress (Ciesa and Serretti, 2009) and bet-ter recovery from work (e.g. Hülsheger, Land, Depenbrock, Fehrmann, Zijlstra and Alberts, 2014). Mindfulness can be defined as non-judgmental, moment-to-moment awareness which can be culti-vated through formal meditation and informal practice in everyday life (e.g. Kabat-Zinn, 2003). Trait mindfulness refers to how mindful individual tend to be and act in daily life. Mindfulness is constituted of various facets, such as non-reacting, observing, acting with aware-ness, describing and non-judging experi-ences. Of these, non-reacting, defined as the ability to step back from and not be overwhelmed by distressing experiences, is an important contributor to employee well-being (Malinowski and Lim, 2015).
Three broad streams of mindfulness research exist. First, correlational and cross-sectional research explores asso-ciations between mindfulness levels and other factors (e.g. Malinowski and Lim, 2015). Second, diverse intervention stud-ies examine the effects of various types of mindfulness training, while the third stream consists of laboratory-based re-search (c.f. Keng, Smoski and Robins, 2011). In this variety of methods used to study the effects of mindfulness train-ing, there seems to be a lack of studies employing mixed methods. In addition, participants in workplace mindfulness-training interventions frequently have been employees in the health care and education sectors. Therefore, the aim of the current study was to use quantitative and qualitative methods to explore the effects of workplace mindfulness-based stress reduction (MBSR) training for factory employees.
Mindfulness training
Previous research indicates that mind-fulness training can lead to higher self-reported mindfulness (e.g. Anderson,
Lau and Bishop, 2007), and a number of studies have demonstrated that increases in mindfulness levels mediate the effects of mindfulness interventions on out-comes, such as well-being (for a review, see Keng, Smoski and Robins, 2011). For instance, a structured, group-based MBSR programme employed mindful-ness meditation to develop enhanced awareness of the moment-to-moment experiences of perceptible mental pro-cesses and thereby improve psychological and physical well-being (e.g. Grossman, Niemann, Schimidt and Walach, 2004). In accordance of these findings, it was proposed that:
Hypothesis 1: Compared with the par-ticipants in the control group, the partic-ipants in the mindfulness-based training group will display increased mindfulness after the training.
Mindfulness and emotions at work
In general, mindfulness seems to support emotion regulation, for instance, reduc-ing emotional reactivity (e.g. Arch and Craske, 2010). Furthermore, mindful-ness seems to stabilise attention in the present and decrease mind wandering, which has close links to negative affect and negative mood. This link is espe-cially strong when the mind wanders to past topics which include negative content (i.e. rumination). (Smallwood and O´Connor, 2011; Smallwood and Schooler, 2015.) Therefore, if mind-fulness training can increase focus on the present moment and reduce mind wandering, this training might decrease negative emotions. In line with this spec-ulation, a body of empirical evidence sug-gests that MBSR training decreases the emotions of fear, anger and worry (Rob-ins, Keng, Ekblad and Brantley, 2012). Mindfulness is associated not only with diminished negativity but also enhanced positive emotions. Overall, evidence from correlational studies suggests that higher mindfulness is associated with higher lev-els of positive affect (Keng, Smoski and Robins, 2011). For instance, Schutte and Malouff (2011) reported an association of mindfulness with higher positive affect and lower negative affect, and in another study, mindfulness training focused on
Jaana-Piia Mäkiniemi Kirsi Heikkilä-Tammi
AbstractMindfulness training is enjoying growing popularity in workplaces. In the current study, the effects of workplace mindfulness training were evaluated using quantitative and qualitative methods. The study’s novelty value arises from the implementation of workplace training among factory employees and the mixed-methods approach to evaluation. The quasi-experimental design with training and control groups included pre- and post-measurements and four focus group interviews. The results of the pre-post-test indicated that, compared with the participants in the control group, the participants in the mindfulness-based training group displayed significantly greater increases in mindfulness, positive emotions and hope pathways after training. The findings from the focus group interviews also indicated positive effects associated with relaxation, creativity at work, quality of social interactions and quality of sleep. The participants also perceived challenges in the training, such as inexperience, odd and difficult mindfulness practices, difficulties with home practice, a lack of social support and the demanding features of the environment. These results were discussed in light of the added value of the mixed-methods evaluation approach.
Key Words: workplace mindfulness training, mindfulness, positivity, hope
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
21 http://ejbo.jyu.fi/
loving-kindness meditation was able to increase daily experi-ences of positive emotions (Fredrickson, Cohn, Coffey, Pek and Finkel, 2008). Based on these findings, it was hypothesised that:
Hypothesis 2: Compared with the participants in the control group, the participants in the mindfulness-based training group will show higher increases of positive affect (a) and greater de-creases of negative affect (b).
Mindfulness and hope at work
Hope can be defined as the perceived capability to see path-ways to desired goals and to motivate oneself through agency thinking to use those pathways. The hope construct distin-guishes between agency and pathway thinking, but hopeful-ness requires both as they feed on each other (Snyder, 2002). It has been proposed that, when individuals have mindfulness and can step back from emotional reactivity, they experience more hopeful attitudes (Malinowski and Lim, 2015). Accord-ingly, an integrated mindfulness and hope-theory-based med-itation-training intervention could increase participants’ hope (Thorton, Cheavens, Heitzmann and Dorfman, 2014), and in a mindfulness-based meditation-training intervention, the hope of the training group increased significantly more than that of the comparison group (Munoz, Hoppes, Hellman, Brunk, Bragg and Cummins, 2016). In addition, higher trait mindful-ness has been found to be associated with lower cynicism (Tay-lor and Millear, 2016), which can be seen as a counterpoint to hope. Basing on these findings, it was suggested that:
Hypothesis 3: Compared with the participants in the con-trol group, the participants in the training group will display increased hope in general (a) and increased agency (b) and path-ways (c) in particular.
Mindfulness and social relations at work
Researchers have suggested that the participants in mindfulness training ‘relat[e] more mindfully’ to others and the ability to be more present might result in better listening and focusing on others’ needs (Bihari and Mullan, 2014),. Social interactions at work can evoke many feelings, from irritation and anxiety to joy. Mindfulness training suppresses automatic tendencies to react to internal and external triggers, such as irritating per-sons and uncomfortable topics of conservations. Consequently, mindful people might be more able to respond to experiences an intentional and skilful way, exhibiting less reactivity and more tolerance in social interactions, for instance (c.f. Bihari and Mullan, 2014). In a qualitative study of nurses’ experiences of MBSR training, the participants explained that the training helped them focus more on patients and listen more deeply at work (Cohen-Katz, Wilev, Capuano, Baker, Deitrich and Sha-piro, 2005). In another study, family therapist trainees reported improved compassion and acceptance of others due to training (McCollum and Gehart, 2010). Based on a review by Boelling-haus, Jones and Hutton (2014), qualitative studies seem to give more support than quantitative studies to the idea that mind-fulness training improves other-focused concern. This differ-ence suggests that different data collection methods can paint divergent pictures of the benefits of mindfulness training in the context of social relations. In addition, mindfulness also seems to be linked to openness to new social relationships. For exam-ple, one type of mindfulness meditation, loving-kindness medi-tation, has been shown to increase feelings of social connection and positivity towards novel individuals (Hutcherson, Seppälä and Gross, 2008). Together, these findings indicate that mind-
fulness training may affect the quality of social relations. Based on these studies, it was hypothesised that:
Hypothesis 4: Compared with the participants in the control group, the participants in the mindfulness-based training group will show increased openness (a) and friendliness (b) to other people at work.
Mindfulness and creativity at work
Mindfulness has been shown to be associated with creative thinking. However, in a meta-analysis of 33 empirical corre-lational and intervention studies, the effect sizes ranged from small to medium. (Lebuda, Zabelina and Karwowski, 2016.) The mindfulness–creativity link likely exists as mindful atten-tion to the present moment reduces the tendency to perform habitual responses, and creative problem-solving often requires openness to various new aspects which emerge in the present situation. Similarly, empirical evidence suggests that even brief mindfulness training can lead to better performance on insight problems (a class of problems in which non-habitual respons-es or intuition are key factors) (Ostafin and Kassman, 2012). Mind wandering, which often decreases as mindfulness increas-es, however, seems to be beneficial for creativity (Smallwood and Schooler, 2015). Given that the general pattern of evidence supports a positive link between mindfulness and creativity, it was proposed that:
Hypothesis 5: Compared with the participants in the control group, the participants in the mindfulness-based training group will report higher increases of self-reported creativity at work.
Mindfulness and workability
Workability can be defined as employees’ ability to do their job satisfactorily or how well and able they can do their job at pre-sent and in the near future given their work demands, health and mental resources. This concept can be divided into two di-mensions: mental and physical workability (Ilmarinen, Tuomi and Klockars, 1997). To the best of the authors’ knowledge, no prior studies have measured the effects of mindfulness train-ing on workability. However, one correlation study proposes that mindfulness has an indirect effect on workability through perceived quality of life (Vindholmen, Høigaard, Spnes and Seiler, 2014). Nevertheless, it can be assumed that constructs such as burnout and work engagement are possible frames of reference as they share features with the concept of workabil-ity: all capture dimensions of employee well-being (c.f. Warr, 1990; Harju, Hakanen and Schaufeli, 2014). Generally, lower self-reported mindfulness seems to be associated with ill-being at work, such as higher burnout (e.g. Taylor and Millear, 2016), whereas higher mindfulness seems to be related to well-being at work, such as work engagement (e.g. Leroy, Anseel, Dimitrova and Sels, 2013; Malinowski and Lim, 2015). For example, two facets of mindfulness, non-judgmental attitudes and less reac-tivity, have been shown to be associated with lower levels of burnout, particularly lower emotional exhaustion and cynicism (Taylor and Millear, 2016). In addition, mindfulness training has been reported to be effective at reducing stress reduction (Ciesa and Serretti, 2009) and supporting recovery from daily work demands (e.g. Hülsheger et al., 2014), for instance, by im-proving sleep quality and duration (e.g. Hülsheger, Feinholdt and Nübold, 2015). Based on these findings, it was hypoth-esised that:
Hypothesis 6: Compared with the participants in the control group, the participants in the mindfulness-based training group
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
22 http://ejbo.jyu.fi/
will show increased physical (a) and mental (b) workability.
Methods
Intervention designBefore the training intervention, the researchers discussed with management and other staff how to tailor the mindful-ness training to meet the needs of the organisation and employ-ees. In the discussion there was a concern that the scales and measurements might be too difficult to complete as the topic of the questionnaire was abstract and unfamiliar to many. Con-sequently, there was we attempt to make the questionnaire as easy to complete as possible. Some options on the scales were harmonised, as described in detail in the measures section and discussed in the limitation section. The management and com-pany representative also made an input regarding the protocols of the focus group; for instance, they helped to identify the most suitable times for interviews and the most appropriate interview duration for their employees.
The mindfulness training programme called InnoPresence consisted of 10 sessions and an introductory session at which information (e.g. procedure, risks) was given in oral and written form to obtain informed consent following the principles of the American Psychological Association (2010). The training was held over approximately 10 months, with a break between the spring and autumn sessions. Each training session lasted two hours and took place in a large meeting room in the factory. The first five sessions were intended to increase mindfulness in general and were led by a certified MBSR teacher. These sessions closely followed the principles and guidelines of the MBSR programme, which aims to reduce stress and includes specific exercises, such as mindfulness meditation, body scan and gentle yoga (Kabat-Zinn, 1990; 2003). The participants were also given a CD with recorded exercises to support mind-fulness practice at home and were encouraged to informally practice mindfulness at home or work (e.g. mindful lunch, mindful conversation). The last five sessions were aimed at in-creasing mindfulness at work and included short mindfulness exercises and a variety of group exercises—also art based—led by an experienced facilitator. In these exercises, the participants identified and shared moments in which they felt present and mindful at work, as an example.
The training participants were blue- and white-collar work-ers in a Finnish company in the forestry industry. Initially, 32 employees expressed willingness to participate, but only 25 ac-tually started the training. The company representative selected the participants and invited them to the introductory session and training, but participation was voluntary. The average number of participants at the training sessions was 17, ranging from 11 to 25 per session.
Quantitative study
Participants The quasi-experimental design consisted of pre- and post-measurements among employees of a Finnish forest factory. The participants completed a survey before (Time 1) and af-ter the training intervention (Time 2). The analysis included the 17 participants who completed both the pre- and post-test. These participants form the experimental group. Eleven (64.7 per cent) were women, and they had an average age of 43 years and had been at the company for approximately 16 years (SD = 8.2). None had previous mindfulness experience. About 65 per cent had work which included some supervisory responsibilities
(e.g. factory foreman/woman). A control group of 19 co-employees answered identical sur-
veys through an electronic answering system. The control group (N =19) included fewer women and more managers: 52.6 per cent were women (n=10), and about 84 per cent (n= 16) had managerial duties. The participants in this group had an aver-age age of 42 years (SD = 10.43) and had been with the com-pany for 13.5 years (SD = 9.0). The training and control groups had no significant differences in the initial mean values for the main variables measured with independent samples t test.
Pre- and post-test measures Mindfulness Mindfulness was assessed with the one-dimensional, 14-item Freiburg Mindfulness Scale (Walach, Buchheld, Buttenmül-ler, Kleinknecht and Schmidt, 2006). Its scale ranged from 1 (never) to 5 (always). Back translation was used to translate the scale from English to Finnish.
Positive and negative emotions Positive and negative emotions were measured with a slightly modified version of the Short Form of the Positive and Nega-tive Affect Schedule (PANAS; Thompson, 2007). The re-spondents were asked to indicate how often they had experi-enced certain feelings at work during the past week. The scale ranged from 1 (never) to 5 (always) and included 10 feelings: upset, hostile, alert, ashamed, inspired, nervous, determined, at-tentive, afraid and active. Back translation was used.
Hope The Trait Hope Scale (Sneider et al., 1991) was used to explore the construct of hope. The scale used ranged from 1 (never) to 5 (always), and sub- and total scores were calculated. Back trans-lation was used to translate the scale from English to Finnish.
Creativity The Creativity at Work Scale was developed based on the em-ployee creativity items (Tierney, Farmer and Graen, 1999). The respondents were asked to indicate how often they acted in certain ways at work. The scale included eight statements, such as ‘I demonstrate originality in my work’, ‘I like to produce new ideas in doing my job’ and ‘I generate novel but feasible work-related ideas’. The scale ranged from 1 (never) to 5 (always).
Social relations: connectivity and kindness at work Connectivity was measured with the Connectivity at Work Scale adapted from the longer High-Quality Relationship Scale (Carmeli, Brueller and Dutton, 2009). The respondents were asked to indicate how often they acted in certain ways at work. The scale ranged from 1 (never) to 5 (always) and included four items, such as ‘I am open to listening to my co-workers’ new ideas’ and ‘I am open to diverse opinions, even if they come from unconventional sources’.
Friendliness in the workplace was measured with the modi-fied Kindness at Work Scale developed by Perhoniemi and Ha-kanen (2010). In practice, the respondents were asked to self-evaluate, for instance, how often they were friendly to others or tried to cheer up workmates. Four items were included on a scale ranging from 1 (never) to 5 (always).
Workability The Shortened Workability Index was used to measure the respondents’ level of workability (Tuomi, Ilmarinen, Jahkola, Katajarinne, and Tulkki 1998). The index had two questions:
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
23 http://ejbo.jyu.fi/
How do you rate your current workability regarding the physi-cal demands of your work? How do you rate your current work-ability regarding the mental demands of your work? The scale ranged from 1 (very poor) to 5 (very good).
Quantitative analysis The quantitative data were analysed with statistical methods using SPPS 22. The hypotheses were tested with two-way repeated measures analysis of variance (ANOVA) using time (Time 1/pre-test vs. Time 2/post-test) by group (training group vs. control group). Time was the within-subject factor, while the group the between-subject factor. Finally, a paired samples t-test was conducted to examine the within-group dif-ferences between the two time points (see Table 1 p. 23).
Qualitative study
Focus group interviews Qualitative data were collected through focus group interviews to capture the participants’ views, opinions and shared experi-ences of the training and to get a deeper understanding of the effects of training. Four focus groups were organised. The first author moderated all the interviews, and the research assistant helped tape-record them. The interviews were organised in the factory’s meeting room and lasted approximately 50 minutes each. All of the interviews were tape-recorded.
The key questions asked in the focus group interviews were: 1. Why did you decide to take this programme? 2. What moti-vates you to continue with the programme? 3. What challenges related to the training have you experienced? 4. Have you ob-served any personal benefits from the programme? 5. How are you practicing mindfulness outside the training? 6. What has been your general experience of the training? In addition to the key questions presented above, more specific questions were asked in an attempt to elicit broader and more detailed answers. The interview questions were devised on the basis of prior stud-ies, for example, the study by Cohen-Katz et al. (2005), and on observations during training. For instance, researchers noted that some practices were more unpleasant than others, and this presented an opportunity to obtain information about the chal-lenges and possible negative experiences faced by employees.
Participants The company representative invited potential participants to the focus group interviews and helped with the practicalities of the meetings. Also, anyone who had already dropped the training was asked to participate. However, participation was voluntary, and all of those who expressed willingness to par-ticipate were admitted. Eighteen participants in the training (experimental) group also took part in the four focus group interviews. Two focus groups were held after the first five ses-sions before the summer break, and the other two after all the training was completed. The participants included 5 men and 13 women who worked in both office and factory settings. Two participants dropped out during the first five training sessions.
Qualitative analysis The interview data were transcribed verbatim and subjected to inductive data-driven content analysis (Elo and Kyngäs, 2008). Two researchers independently read the interview transcripts several times and coded the data. The two analyses were com-pared, and any differences were discussed to reach mutual un-derstanding. The analysis was carried out inductively so that the themes emerged from the data. The same two researchers
analysed all four focus group interviews. Only the themes re-lated to the perceived benefits and challenges of the training are reported here.
Results
Quantitative study
Table 1 (p. 24) shows the alphas, means and standard devia-tions for the training and control groups and the results of the within-group t-tests.
Mindfulness Two-way repeated measured ANOVA showed a significant group x time interaction effect on self-reported mindfulness (F(1,28) = 6.411, p = .02, n2 = .19). This result indicated that the participants in the training group reported significantly higher increases in mindfulness between the two time points than the participants in the control group. Therefore, hypoth-esis 1 was completely supported (Table 1).
Emotions There was a significant group x time interaction effect on self-reported positive emotions, (F(1,34) = 5.405, p = .03, n2 = .14), indicating that the increase in positive emotions was significant-ly higher in the training group than the control group. There was no significant group x time interaction effect on negative emotions (F(1,33) = .631, p = .43). Therefore, hypothesis 3a was supported as positive emotions increased after the training, as expected, and hypothesis 3b was rejected (Table 1).
Hope There was a significant group x time interaction effect on self-reported hope pathways (F (1, 32) = 5.347, p = .03, n2 = .14). This indicated that, compared to the control group, the train-ing group showed significant increases in hope pathway. There was no significant group x time interaction effect on hope agen-cy (F(1,34) = 3.601, p = .07) or on total hope (F(1,33) = 3.974, p = .06). Therefore, hypothesis 2b was completely supported (Table 1).
Social relations, creativity and workability There was no significant group x time interaction effect on the quality of social relations, namely, connectivity (F(1,34) = 1,154, p = .30) and friendliness (F(1,34) = .002, p = .97). There was no significant group x time interaction effect on creativity (F(1,34) = 2,501, p = .12), psychological workability (F(1,34) = 1.193, p = .28) or physical workability (F(1,34) = .035, p = .85). Hypotheses 4a, 4b, 5 and 6 were rejected as the self-reported quality of social relations, creativity and workability did not in-crease significantly after the mindfulness training (Table 1).
Qualitative study
The key themes regarding the effects and benefits of the training were the physical and emotional benefits, increased awareness, quality of social interactions, creativity and increased accept-ance. These themes are described in more detail in this section.
The physical and emotional changes were the most impor-tant benefits described by all the participants. For instance, the interviewees reported that their bodies felt more relaxed due to the training. They were calmer, could keep their calm in dif-ficult situations and could work with a good spirit. For the par-ticipants who worked shifts, the practice gave them a tool to fall
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
24 http://ejbo.jyu.fi/
asleep. Several participants reported better sleeping in general, and some blue-collar workers especially highlighted this bene-fit. For instance, one participant stated: ‘Well, in my opinion, it is just there—that you know how to pay attention to relaxation. It is that you are able to fall asleep when you can relax. … Well, yes, all in all, it has a big impact on overall well-being, that, in a way, you know how to get yourself relaxed’.
In the training, one of the main mindfulness practices was a breathing exercise which taught how to stay present in breath-ing. This practice seemed to help the participants stay present and calm in difficult work situations. Also, the participants felt that their stress tolerance increased. Factory-floor workers did not panic in difficult and demanding situations. The par-ticipants explained that, for example, when a machine broke down, they had to deal with the situation quickly and remain cool-headed. Some white-collar workers felt that their ability to manage information load improved, as described in the fol-lowing extract: ‘Well, I have a bad habit of having lots of emails open at the same time, and then I write a little bit on that and
on that. And then, I have tried to answer one of them, and then that is done, and then next, so they are not all open at once’.
The participants interviewed described increased awareness. As the training progressed, the participants felt that they could more easily notice when they were present in the moment. They also described thinking more clearly and noticing some things that they did not previously. At work, this meant, for instance, that they noticed when they needed to take breaks or calm down. Some changed their way of working. They de-scribed working in a more focused way: ‘I think, surely, I have the same—that you can somehow pay attention to calming down through breathing. That is the thing. It feels that, all to-gether, everything goes at this point as hard as in the spring. That is not the … the situation is what it is’.
The training seems to have greatly varied effects on social interactions. In general, the participants felt a growing com-munality within the training group. They considered this to be quite a remarkable change in the everyday work life in the fac-tory. In the training groups, the blue- and white-collar workers,
Table1.Meanscores,SDs,alphasforthestudyvariablesandresultsofwithingroupt-tests
Traininggroup Controlgroup
M SD alpha t df p M SD alpha t df pMindfulness
Mindfulnesspre 3.30 0.38 .88 3.34 0.55 .88Mindfulnesspost 3.57 0.42 .90 -2.56 12 .025 3.30 0.51 .89 .53 16 .602
EmotionsPositiveemotionspre 3.75 0.53 .84 3.77 0.55 .79Positiveemotionspost 4.09 0.47 .79 -2.88 16 .011 3.74 0.54 .82 .29 18 .774Negativeemotionspre 2.08 0.40 .50 2.18 0.74 .78Negativeemotionpost 1.98 0.48 .72 .89 16 .387 2.23 0.70 .77 -.34 17 .736
SocialrelationsConnectivitypre 4.12 0.57 .83 4.18 0.63 .89Connectivitypost 4.31 0.58 .89 -1.50 16 .154 4.20 0.57 .76 -.12 18 .904Friendlinesspre 4.32 0.48 .76 4.22 0.61 .78Friendlinesspost 4.40 0.55 .89 -.70 16 .492 4.30 0.63 .81 -.92 18 .369
HopeHopeagencypre 3.74 0.51 .54 3.53 0.64 .82Hopeagencypost 3.90 0.41 .64 -1.32 16 .207 3.39 0.60 .82 1.37 18 .189Hopepathwaypre 3.35 0.39 .63 3.46 0.49 .60Hopepathwaypost 3.51 0.53 .75 -1.40 16 .180 3.39 0.60 .82 1.00 17 .331Hopetotalpre 3.54 0.38 .69 3.47 0.51 .84Hopetotalpost 3.71 0.42 .81 -1.49 .158 3.38 0.53 .85 1.35 17 .195
CreativityCreativitypre 2.92 0.40 .84 2.95 0.61 .90Creativitypost 3.18 0.58 .90 -2.12 16 .050 2.95 0.59 .89 .06 18 .955
WorkabilityPhysicalworkabilitypre 4.29 0.47 3.95 1.03Physicalworkabilitypost 4.35 0.49 -.44 16 .668 4.05 0.71 -.52 18 .607Psychologicalworkabilitypre 4.06 0.66 4.00 0.67Psychologicalworkabilitypost 4.24 0.56 -1.00 16 .332 3.95 0.78 .44 18 .667
Table 1. Mean Scores, SDs, alphas for the study variables and results within the group t-tests
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
25 http://ejbo.jyu.fi/
even some supervisors, could talk to each other and exchange ideas as equals. One participant stressed that ‘it has brought, kind of communality here, too, [that] is beneficial. When there are different people like in the factory, like in this group, then you get to know new people’. Many participants also described situations in which they used more mindful conversation styles. They told that they had started to listen to each other and had become more aware of their own ways of talking and listening. One participant described this: ‘I have paid attention to, let’s say, someone who says really something important. In a way, you look at his/her facial expressions, and sometimes you wake up, and you listen actively’.
The participants also cited benefits related to creativity. They reported that some new ideas emerged from group work dealing with the innovation processes in the factory. For instance, one participant explained how the training helped her think of ideas and break habitual work routines: ‘Of course, yes, [at work, this could be useful for getting new ideas]. You are just there and think about everything, and you are present in what you do. It would take much more when you are somewhere else. You just do your work routine and think of something else’.
Increased acceptance meant that the participants could let go of things more easily. In difficult situations, they could more clearly see and understand what was happening and accept it more easily, which seemed to help them move on. A female participant, for instance, felt that, due to the training, she was more able to accept and cope with a difficult situation in her personal life, so it did not disturb her work as much: ‘Well, lets’ say, … for me, it was kind of, of course … let’s say, at the mental level, this period in my private life was a … heavy spring. In a way, this … I could let go a little bit in between. I have after-wards thought that, if I had had this, it would have been much heavier’.
The analysis showed the different work groups in the first (spring) and second (autumn) set of focus group discussions had somewhat different emphases. In the first set of interviews, the white-collar workers highlighted the importance of com-munality in the training group. For blue-collar workers, the most important changes were improved relaxation and sleep habits, which aided in recovery from work. In autumn (the sec-ond phase), the white-collar workers highlighted the change in chaos management and handling information load, while the blue-collar workers emphasised inventing new ideas and think-ing clearly.
Challenges in trainingIn the focus group discussions, the participants also reported challenges which can be assumed to have influenced how much they benefited from the training, as briefly discussed here. The challenges concerned difficulties with home practice, a lack of social support, odd and difficult mindfulness practices, features of the environment and a lack of experience in mindfulness training.
Some participants found it difficult to practice at home be-tween the training sessions. The primary reasons were difficul-ties finding time and place at home amid their families. In ad-dition, some participants confessed that they were too lazy to practice at home: ‘It is just that laziness. You cannot find that place and time for it’.
A lack of social support seemed to be a challenge for some participants. Support from others in the factory would have in-creased their commitment to the training, according to some participants. Some interviewees reported that their co-workers, mostly men, who did not belong to the training group called
the practices odd or even ridiculous. One male participant de-scribed a specific instance in which social support was lacking: ‘What I heard in the smoking area was, “Oh, you are part of that mattress club, too”’. Several participants did not complete the training, which affected negatively the climate of the train-ing group.
Also, the participants considered some mindfulness practices to be odd or difficult and were not motivated to do them. These practices included compassion meditation, yoga, eating, and talking about their experiences in the group, as the following extract indicates: ‘Everything was OK, but that walking medi-tation and that kindness meditation—they were a bit … that walking meditation was really funny’.
The environment also presented challenges. The physical space where the sessions were held was considered to be un-comfortable, especially at the beginning of training. The floor was cold and drafty, and the noise of machines disturbed the practice. A female participant, for example, stressed that con-centrating in such a noisy environment was challenging: ‘At least, I couldn’t cut out that noise there’. However, later in the autumn, these challenges no longer seemed to bother the partic-ipants. The practice had become easier—not as challenging any more—and the disturbances did not affect the participants in the same way. Even lying on the floor was considered to be nice. For instance, a female participant explained that a kind of train-ing routine developed, and mindfulness training came more eas-ily: ‘Oh, yes, a certain kind of a routine. It was much easier when you knew what you were doing with that pillow and blanket. It was fun to lie down. You really looked forward to it’.
Discussion
The present study was designed to investigate the effectiveness of a tailored MBRS-based training intervention at a Finnish forestry industry company. In addition to conventional pre-post questionnaires, focus group interviews captured the expe-riences of the perceived benefits. Thus, the novelty of this study lies in the implementation of the workplace training among fac-tory employees and the mixed-methods approach to evaluating of the effectiveness of the training.
Based on existing empirical evidence, it was hypothesised that, compared with the participants in the control group, the participants in the mindfulness-based training group would show higher increases in mindfulness (H1) and positive af-fect (H2a) and greater decreases in negative affect (H2b). The training group was also expected to display higher increases in hope (H3a), hope agency (H3b) and hope pathways (H3c). Fi-nally, it was proposed that the training group would experience higher increases in openness (H4a) and friendliness (H4b) to-wards co-workers and in self-reported creativity at work (H5) and physical (H6a) and psychical (H6b) workability.
In general, the results revealed that the training intervention was effective at increasing the mean scores for the all measured variables in training group (Table 1.). Unexpectedly, not all the changes in the mean scores were statistically significant, and the results of the two-way repeated measures ANOVA sup-ported only three hypotheses. As hypothesised, mindfulness levels (H1), positive emotions (H2) and hope pathways (H3c) increased significantly in the training group compared to the control group. As expected, the control group reported no sig-nificant changes. Overall, these findings are in line with existing evidence suggesting that mindfulness-based training increases mindfulness levels, positive emotions in general and hope spe-cifically (e.g. Anderson et al., 2007; Robins et al., 2012; Keng et
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
26 http://ejbo.jyu.fi/
al., 2011; Munoz et al. 2016; Schutte and Malouff, 2001; Fre-drickson et at., 2008).
Unexpectedly, based on the pre-post-test measures, the self-reported quality of social relations, creativity at work and work-ability did not increase significantly, so hypotheses 4a, 4b, 5 and 6 were rejected. The discrepancies between the current and pre-vious findings likely arise from the use of non-identical scales in studies. For instance, mindfulness and creativity are measured with multiple scales. More specifically, the self-reported crea-tivity scales used in the current study clearly differ from those used to study the ability to resolve insight problems or to gener-ate ideas as indicators of creativity (c.f. Ostafin and Kassman, 2012).
The reported challenges during the training also offer expla-nations for the results and the absence of some expected effects. Based on the focus group interviews, the key challenges were difficulties with home practice, the perceived lack of social sup-port, odd and difficult mindfulness practices, certain features of the environment and lack of experience of mindfulness train-ing. When planning future workplace mindfulness trainings and interventions, these issues could be taken into account, for instance, in the selection of the training space and which mind-fulness practices to present in earlier and later in training. Most likely, odder and more difficult practices should be introduced later when the participants have more experience and estab-lished routines.
However, it is worth noting that the qualitative focus group interviews indicated benefits related to creativity, workability and quality of social relations. For instance, the pre- and post-measurements did not indicate significant increases in creativ-ity levels, but the qualitative data suggested that the partici-pants experienced heightened creativity. The participants, for instance, reported that the training gave them new ideas and enabled them to break habitual patterns of thought. These findings support the notion that mindfulness can decrease ha-bitual thinking, thereby increasing creativity (c.f. Ostafin and Kassman, 2012). In addition, the pre-and post-tests did not indicate statistically significant improvements in the quality of social interactions, but the participants in the focus groups spontaneously reported experiences related to improved qual-ity of social interactions, such as a feeling of community and increased ability to focus on and listen to others. These results are in line with the claim of Boellinhaus et al. (2014) that quali-tative studies offer stronger support than quantitative research that mindfulness increases other-focused concern, which is a necessary for constructive social interactions. Thus, the results of the quantitative and qualitative analysis were not identical. Possible explanations include that not all the participants who answered the survey were interviewed, and qualitative measures might simply be more sensitive than quantitative measures (c.f. Boellinhaus et al., 2014).
However, some quantitative and qualitative results were also well in line. For instance, based on the pre-post-test, levels of mindfulness improved significantly due to the training, and the participants in the qualitative interviews reported improve-ments to their level of awareness and their ability to be present in the present moment. In addition, the focus groups interviews pointed to some benefits not measured in the pre-post-test. For instance, the questionnaires included no questions about the relaxation of the physical body or the quality of sleep, but the interviewees considered these to be important benefits of the training. These findings accord with existing evidence suggest-ing that mindfulness is associated with sleep quality and recov-ery from work (e.g. Hülsheger et al., 2014; 2015). Likely, the
discrepancies arose as the topics and options in the tests were pre-selected and presented to the respondents, but in the focus group discussions, the participants were free to raise any ben-efits or other issues they felt were relevant. Similarly, a system-atic review of the effects of mindfulness-based interventions on nurses and nursing students found that qualitative and uncon-trolled studies cited benefits, such as internal calmness, better communication and clearer analysis of difficult situations, only rarely taken into account in randomised controlled trials (Guil-laumie, Boiral and Champagne, 2016).
Furthermore, based on the current results, a key strength of a qualitative approach is that it can point to issues, such as ben-efits and challenges, especially relevant for a particular group of employees due to the type of work they do. For instance, some participants did physical shift work, which likely explains why they highlighted in the interviews that the training enabled them to relax physically and sleep better. Those doing office work, in contrast, emphasised benefits associated with better managing intensive knowledge work and multitasking. There-fore, it appears that qualitative research might be able to better inform interventions about occupation- or work-specific factors and relevant indicators (e.g. quality of sleep, ability to manage knowledge work) and to take into account communities’ unique characteristics in planning interventions. Overall, these results support the view that qualitative data can complement quan-titative data (c.f. Molina-Azorin, Bergh, Corley and Ketchen, 2017) and thus suggest that integrating or mixing methods can create synergy and help better understand the benefits and chal-lenges of mindfulness training in work life settings.
Although this study provides evidence suggesting that mind-fulness training can increase mindfulness levels, positive emo-tions and hope based on the pre-post-test and the participants’ experiences of various benefits mentioned in the focus group discussions, the conclusions must be tempered by the poten-tial limitations of the study. First, the study design resulted in small training and control groups. The factory where the train-ing was held was also quite small, and more than 10 per cent of all employees were included in either the training or control group. During the design of the current study, the authors were not aware of any mindfulness studies on factory employees, so the training and intervention were designed and planned in close co-operation with the factory management and human resource staff to ensure the environmental fit of the procedures. Doing so was considered to be important as it is well known that organisational interventions often fail due not to the con-tent of their design but to contextual and process factors (c.f. Biron, Karanika-Murray and Cooper, 2012). Therefore, based on management and staff feedback, some questionnaire scales were homogenised to ensure the respondents’ ability to answer fluently. Thus, the scales used are not totally identical with the original ones, which should be taken into account when com-paring results between studies.
As well, for practical reasons, follow-up-tests were not con-ducted, so the current data do not provide information about the long-term effects. Additionally, some scales used in the cur-rent study could be applied differently in future studies. For instance, creativity and the quality of social relations could be measured through co-workers’ evaluations, instead of or in ad-dition to self-reported. Further, although the atmosphere of the focus group discussions was free and positive, that they were organised at the workplace most likely influenced how they proceeded. Experiences of mindfulness practices can be quite personal and not appropriate for sharing at work. Therefore, participants likely more discussed their experiences related to
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
27 http://ejbo.jyu.fi/
work than their personal experiences (c.f. Cohen-Katz et al. 2005). Also, social desirability bias might have appeared, espe-cially during the focus group interviews. In practice, this means that participants may have discussed matters and answered questions intentionally in a manner that would be viewed fa-vorably by other participants and/or by researchers.
At a more general level, it is important to note that mindful-ness training in a workplace setting may have specific pitfalls and limitations. First, some may experience unpleasant feelings or discomfort during the formal training exercises, especially if they have a past history of trauma (Creswell, 2017). Second, not everyone is willing to express, deal with or discuss these feelings in a workplace setting. Therefore, training may in some cases threaten employees’ privacy, especially if they have no aware-ness before the training of potential consequences that may cause them discomfort. On the other hand, it is widely accepted that employee well-being depends on multiple factors, such as individual factors (e.g., level of mindfulness), work-related fac-tors (e.g., workload), organisational factors (e.g., the organisa-tion’s culture) and management (e.g., leadership styles). Thus, in stressful work situations, demanding factors should be iden-tified and modified accordingly. Mindfulness training should not be used as the only way of coping with stress, especially in cases where the stress is clearly a result of factors other than
individual ones, for example, an overly heavy workload, a low level of autonomy or destructive leadership.
Overall, this study suggests that mindfulness training can support, at least indirectly, employee well-being as employees’ mindfulness, positive emotions and hopefulness increased sig-nificantly, and they reported benefits related to the quality of sleep and ability to relax. Together, these factors lay a strong foundation for employee well-being. For instance, positive emotions have been shown to mediate the effect of mindfulness on work engagement, which is a positive work-related state of well-being characterised by vigour, dedication and absorption (Malinowski and Lim, 2015). Furthermore, positive, hopeful employees seem to be more able to perceive or experience job re-sources than job demands. Job resources are factors which help employees to achieve work-related goals, reduce physiological and psychological costs and stimulate personal growth and de-velopment (Xanthopoulou, Bakker, Demerouti and Schaufeli, 2007). Finally, the abilities to relax and sleep well are important contributors to recovery from work (c.f. Hülsheger et al., 2015).
Note: The authors would like to thank Business Finland (former The Finnish Funding Agency for Technology and Innovation) for financial support (Project name: HYVE 2020: Työ, yhteisö ja kestävä talous). We also thank Anna-Liisa Liski, Laura Bordi and Jenni Heinonen for assistance.
References
American Psychological Association (2010). “Informed Consent to Research. Ethical Principles of Psychologists and Code of Conduct”. Available http://www.apa.org/ethics/code/.
Anderson, N.D., Lau, M.A., Segal, Z.V. and Bishop, S.R. (2007), “Mindfulness-Based Stress Reduction and Attentional Control”, Clinical Psychology and Psychotherapy, Vol. 14 No. 6, pp. 449-463.
Arch, J.J. and Craske, M.G. (2010), “Laboratory Stressors in Clinically Anxious and Non-Anxious Individuals: The Moderating Role of Mindfulness”, Behaviour Research and Therapy, Vol. 48 No. 6, pp. 495–505.
Bihari, J.L. and Mullan, E.G. (2014), “Relating Mindfully: A Qualitative Exploration of Changes in Relationships through Mindfulness-Based Cognitive Therapy”, Mindfulness, Vol. 5 No. 1, pp. 46–59.
Biron, C., Karanika-Murray, M. and Cooper, C.L. (2012), “Organizational Interventions for Stress and Well-Being—An Overview”, In Improving Organizational Interventions for Stress and Well-Being. Addressing Process and Context. Routledge, Hove.
Boellinghaus, I., Jones, F.W. and Hutton, J. (2014), “The Role of Mindfulness and Loving-Kindness Meditation in Cultivating Self-compassion and Other-Focused Concern in Health Care Professionals”, Mindfulness, Vol. 5 No. 2, pp. 129–138.
Carmeli, A., Brueller, D. and Dutton, J.E. (2009), “Learning Behaviours in the Workplace: The Role of High-Quality Interpersonal Relationships and Psychological Safety”, Systems Research and Behavioral Science, Vol. 26 No. 1, pp. 81–98.
Chiesa, A. and Serretti, A. (2009), “Mindfulness-based Stress Reduction for Stress Management in Healthy People: A Review and Meta-Analysis”, Journal of Alternative and Complementary Medicine, Vol. 15 No. 5, pp. 593–600.
Cohen-Katz, J., Wiley, S.D., Capuano, T., Baker, D. M. and Shapiro, S. (2005), “The Effects of Mindfulness-Based Stress Reduction o Nurse Stress and Burnout, Part II: A Quantitative and Qualitative Study”, Holistic Nursing Practice, Vol. 19 No. 1, pp. 26–35.
Creswell, J. D. (2017),”Mindfulness Interventions”, Annual Review of Psychology, Vol. 68 No. 1, pp. 491–516.
Elo, S. and Kyngäs, H. (2008), “The Qualitative Content Analysis Process”, Journal of Advanced Nursing, Vol. 62 No. 1, pp. 107–115.
Fredrickson, B.L., Cohn, M.A., Coffey, K.A., Pek, J. and Finkel, S.M. (2008), “Open Hearts Build Lives: Positive Emotions, Induced through Loving-Kindness Meditation, Build Consequential Personal Resources”, Journal of Personality and Social Psychology, Vol. 95 No. 5, pp. 1045-1062.
Grossman, P., Niemann, L., Schmidt, S. and Walach, H. (2004), “Mindfulness-Based Stress Reduction and Health Benefits: A Meta-Analysis”, Journal of Psychosomatic Research, Vol. 57 No. 1, pp. 35–43.
Harju, L., Hakanen, J. J. and Schaufeli, W.B. (2014), “Job Boredom and Its Correlates in 87 Finnish Organizations”, Journal of Occupational and Environmental Medicine, Vol. 56 No. 9, pp. 911–918.
Hutcherson, C.A., Seppala, E.M. and Gross, J.J. (2008), “Loving-Kindness Meditation Increases Social Connectedness”, Emotion, Vol. 8 No. 5, pp. 720-724.
Hülsheger, U.R., Feinholdt, A. and Nübold, A. (2015), “A Low‐Dose Mindfulness Intervention and Recovery from Work: Effects on Psychological Detachment, Sleep Quality, and Sleep Duration”, Journal of Occupational and Organizational Psychology, Vol. 88 No. 3, pp. 464–489.
Hülsheger, U.R., Lang, J.W., Depenbrock, F., Fehrmann, C., Zijlstra, F.R. and Alberts, H.J. (2014), “The Power of Presence: The Role of Mindfulness at Work for Daily Levels and Change Trajectories of Psychological Detachment and Sleep Quality”, Journal of Applied Psychology, Vol. 99 No. 6, pp. 1113-1128.
Ilmarinen, J., Tuomi, K. and Klockars, M. (1997), “Changes in the Workability of Active Employees over an 11-year Period”, Scandinavian Journal of Work, Environment and Health, Supple. 1, pp. 49–57.
EJBO Electronic Journal of Business Ethics and Organization Studies Vol. 23, No. 1 (2018)
28 http://ejbo.jyu.fi/
Kabat-Zinn, J. (1990), Full Catastrophe Living: The Programme of the Stress Reduction Clinic at the University of Massachusetts Medical Center. Delacorte Press, New York, N.Y.
Kabat-Zinn, J. (2003), “Mindfulness-Based Interventions in Context: Past, Present, and Future”, Clinical Psychology: Science and Practice, Vol. 10 No. 2, pp. 144–156.
Keng, S.L., Smoski, M.J. and Robins, C.J. (2011), “Effects of Mindfulness on Psychological Health: A Review of Empirical Studies”, Clinical Psychology Review, Vol. 31 No. 6, pp. 1041–1056.
Keng, S.L., Smoski, M.J., Robins, C.J., Ekblad, A.G. and Brantley, J.G. (2012), “Mechanisms of Change in Mindfulness-Based Stress Reduction: Self-Compassion and Mindfulness as Mediators of Intervention Outcomes”, Journal of Cognitive Psychotherapy, Vol. 26 No. 3, pp. 270–280.
Lebuda, I., Zabelina, D.L. and Karwowski, M. (2016), “Mind Full of Ideas: A Meta-Analysis of the Mindfulness–Creativity Link”, Personality and Individual Differences, Vol. 93, pp. 22–26.
Leroy, H., Anseel, F., Dimitrova, N.G. and Sels, L. (2013), “Mindfulness, Authentic Functioning, and Work Engagement: A Growth Modeling Approach”, Journal of Vocational Behavior, Vol. 82 No. 3, pp. 238–247.
Malinowski, P. and Lim, H.J. (2015), “Mindfulness at Work: Positive Affect, Hope, and Optimism Mediate the Relationship between Dispositional Mindfulness, Work Engagement, and Well-Being”, Mindfulness, Vol. 6 No. 6, pp. 1250–1262.
McCollum, E.E. and Gehart, D.R. (2010), “Using Mindfulness Meditation to Teach Beginning Therapists Therapeutic Presence: A Qualitative Study”, Journal of Marital and Family Therapy, Vol. 36 No. 3, pp. 347–360.
Molina-Azorin, J.F., Bergh, D.D., Corley, K.G. and Ketchen Jr, D.J. (2017), “Mixed Methods in the Organizational Sciences: Taking Stock and Moving Forward”, Organizational Research Methods. Vol. 20, No. 2, pp. 179–192.
Munoz, R.T., Hoppes, S., Hellman, C.M., Brunk, K.L., Bragg, J.E. and Cummins, C. (2016), “The Effects of Mindfulness Meditation on Hope and Stress”, Research on Social Work Practice. October-27-2016.
Ostafin, B.D. and Kassman, K.T. (2012), “Stepping out of History: Mindfulness Improves Insight Problem Solving”, Consciousness and Cognition, Vol. 21 No. 2, pp. 1031–1036.
Perhoniemi, R. and Hakanen, J. (2010), “A New Measure of Kindness at Work”, 4th International Seminar of Positive Occupational Health Psychology, Lisbon, 31 May –1 June 6 2010.
Schutte, N.S. and Malouff, J.M. (2011), “Emotional Intelligence Mediates the Relationship between Mindfulness and Subjective Well-Being”, Personality and Individual Differences, Vol. 50 No. 7,
pp. 1116–1119.Smallwood, J. and O’Connor, R.C. (2011), “Imprisoned by the
Past: Unhappy Moods Lead to a Retrospective Bias to Mind Wandering”, Cognition and Emotion, Vol. 25 No. 8, pp. 1481–1490.
Smallwood, J. and Schooler, J.W. (2015), “The Science of Mind Wandering: Empirically Navigating the Stream of Consciousness”, Annual Review of Psychology, Vol. 66, pp. 487–518.
Snyder, C.R. (2002), “Hope Theory: Rainbows in the Mind”, Psychological Inquiry, Vol. 13 No. 4, pp. 249–275.
Snyder, C.R., Harris, C., Anderson, J.R., Holleran, S.A., Irving, L.M., Sigmon, S.T..(1991), “The Will and the Ways: Development and Validation of an Individual-Differences Measure of Hope”, Journal of Personality and Social Psychology, Vol. 60, No. 4, pp. 570–585.
Taylor, N.Z. and Millear, P.M.R. (2016), “The Contribution of Mindfulness to Predicting Burnout in the Workplace”, Personality and Individual Differences, Vol. 89, pp. 123–128.
Thompson, E.R. (2007), “Development and Validation of an Internationally Reliable Short Form of the Positive and Negative Affect Schedule (PANAS)”, Journal of Cross-cultural Psychology, Vol. 38 No. 2, pp. 227–242.
Thornton, L.M., Cheavens, J.S., Heitzmann, C.A., Dorfman, C.S., Wu, S.M. and Andersen, B.L. (2014), “Test of Mindfulness and Hope Components in a Psychological Intervention for Women with Cancer Recurrence”, Journal of Consulting and Clinical Psychology, Vol. 82 No. 6, pp. 1087-1100.
Tierney, P., Farmer, S. M., and Graen, G. B. (1999), An examination of leadership and employee creativity: The relevance of traits and relationships. Personnel Psychology, Vol. 52 No. 3, pp. 591-620.
Tuomi, K., Ilmarinen, J., Jahkola, A., Katajarinne, L, and Tulkki, A. (1998), Workability Index, 2nd revised edn, Finnish Institute of Occupational Health, Helsinki.
Vindholmen, S., Høigaard, R., Espnes, G. A., and Seiler, S. (2014), Return to work after vocational rehabilitation: does mindfulness matter?. Psychology Research and Behavior Management, Vol. 7, 77-78.
Walach, H., Buchheld, N., Buttenmüller, V., Kleinknecht, N., and Schmidt, S. (2006), Measuring mindfulness—the Freiburg mindfulness inventory (FMI). Personality and Individual Differences, Vol. 40 No. 8, 1543-1555.
Warr, P. (1990), The measurement of well-being and other aspects of mental health. Journal of Occupational Psychology, Vol. 63 No. 3, 193-210.
Xanthopoulou, D., Bakker, A. B., Demerouti, E., and Schaufeli, W. B. (2007), The role of personal resources in the job demands-resources model. International Journal of Stress Management, Vol. 14 No. 2, 121-141.
AuthorsJaana-Piia Mäkiniemi Tampere University, FI-33014 University of Tampere, School of Management, Wellbeing at Work research group
Post-doctoral reseacher Jaana-Piia Mäkiniemi holds a PhD in social psychology. She works with variety of topics related to employee well-being, such as how to promote and lead well-being in digitalized work-life. Email: [email protected]
Kirsi Heikkilä-Tammi Tampere University, FI-33014 University of Tampere, School of Management, Wellbeing at Work research group
Research Director Kirsi Heikkilä-Tammi holds a PhD in adult education and has a long history of working with the themes learning at work and wellbeing at work. She leads Wellbeing at Work Research Group. She has several research and development projects in this area. She is also responsible of the wellbeing at work-studies at the University of Tampere.Email: [email protected]