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Interest in employee mindfulness has increased dramatically in recent years, fueled by several important conceptual articles, numerous studies documenting the benefits of mindfulness for employee outcomes, and the adoption of mindfulness-based practices in many Fortune 500 organizations. Despite this growing interest, the vast majority of research on employee mindfulness has taken an intrapersonal focus, failing to appreciate the ways in which mindfulness may enhance work-related relational processes and outcomes. The authors explore possible associations between mindfulness and relationally oriented workplace phenomena, drawing from interdisciplinary scholarship examining mindfulness in romantic relationships, child–parent relationships, patient–healthcare provider relationships, and student–teacher relationships. A framework is proposed that links mindfulness to three distinct relationally oriented processes, which are expected to have downstream effects on work-related relational outcomes. The authors then take the proposed framework and discuss possible extensions to a variety of unique workplace relationships and discuss critical next steps in advancing the relational science of mindfulness.

Three young women who had been friends at university met up for a reunion lunch. All had been working for almost three years, one as journalist, one for a financial institution and the third for a London‐based Web‐site design company. After talk of old friends and new relationships, hairstyles, fashion and how good the cappuccino tasted, the conversation got down, as it does, to work. All three had decided that, after their huge experience (three years that is!) in the world of working for a living, they were all seeking “a change of direction”.

Using mood regulation theories and the broaden-and-build theory of positive emotions, the purpose of this paper is to hypothesize that the relationship between organizational citizenship behaviors aimed at individuals (OCB-Is) and depressed mood, burnout, and satisfaction with life and health would be mediated by positive affect.

Lagged data were collected from employee-supervisor dyads.

OCB-Is were related to positive affect, and positive affect was positively related to subsequent reports of life satisfaction and general health satisfaction, and negatively related to burnout and depressed mood. Positive affect mediated the relationship between OCB-Is and life satisfaction, general health satisfaction, and depressed mood but not burnout. An alternative reverse causality mediation model ruled out the possibility that OCB-Is mediated the relationship between positive affect and the employee outcomes.

These findings lend support for OCBs being an antecedent of mood, rather than vice versa.

Research on employee mobility has proliferated in the past four decades across four research traditions: Economics, sociology, management, and organizational behavior/human resource management. Despite significant overlap in interest and focus, these four streams of research have evolved independent from each other, resulting in a structural divide. We provide a detailed account of the research on employee mobility and the structural divide across disciplines. We document that the payoff from this profusion of research and increasing interest has been disappointing, as reflected in the limited number of cross-disciplinary citations, even among common topics of interest. However, our analysis also provides some encouraging signs in the form of specific journals and individuals who provide a bridge for cross-disciplinary fertilization.

This study aimed to match high-impact, experiential learning with equally powerful assessment practices.

We observed three examples of programs, analyzing individual student artifacts to identify multiple learning outcomes across domains through a novel approach to assessment.

Important outcomes from this effort were boundary-crossing qualities made visible through a multi perspective assessment process.

Future research should focus on the nature of experiential learning and measurement thereof.

Learning design should consider experiences as a means to reflection, which complement content delivery. Instructors may restructure course credit loads to better reflect additional learning outcomes.

Learners with this feedback may be able to better articulate sociocultural learning.

Describes learning in experiential and high-impact education; novel assessment of experiential learning in university setting.