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The concepts of “mindfulness” and “transformational learning” arise from several domains (i.e., traditional and positive psychology, organizational and social sciences, human and organizational learning and development) and are researched within numerous contexts. Given the need to be sensitive to the complexities of multiple levels for analyses (Hitt, Beamish, Jackson, & Mathieu, 2007), our discussion of individual mindfulness in organizations is centered on the micro level of analysis. This construct of individual mindfulness differs from two constructs at the macro, or organizational, level of analysis: “collective mindfulness” – the practices and processes high-reliability organizations employ to increase organizational reliability – and “mindful organizing” (Langer, 2000; Weick & Putman, 2006; Weick & Roberts, 1993; Weick & Sutcliffe, 2007; Weick, Sutcliffe, & Obstfeld, 2002).

Simon L. Albrecht is a registered psychologist and has a PhD and a master’s degree in Organizational Psychology. Simon’s PhD focused on identifying the dimensions, antecedents, and consequences of organizational trust. Simon is a Senior Lecturer within the Organizational Psychology program at Deakin University, Melbourne, Australia. Teaching, research, and practice interests are in the areas of work engagement, organizational development and change, leadership development, culture and climate, and organizational politics. Simon has published in numerous international journals, has numerous book chapters in print, and has presented at international conferences. In addition to his academic and research interests Simon also has considerable consultancy experience. He has previously been a director of a human resource consultancy engaged in delivering a broad range of organizational development activities and programs.

The purpose of this paper is to explore the contextual and linguistic challenges that French business schools face when preparing for international accreditation and to shed light on the different ways in which experts facilitate these accreditation processes, particularly with respect to how they capitalize on their contextual and linguistic boundary-spanning competences.

The authors interviewed 12 key players at four business schools in France engaged in international accreditations and in three specific categories: senior management, tenured faculty and administrative staff. The interview-based case study design used semi-structured questions and an insider researcher approach to study an underexplored sector of analysis.

The findings suggest that French business schools have been particularly impacted by the colonizing effects of English as the mandatory language of the international accreditation bodies espousing a basically Anglophone higher education philosophy. Consequently, schools engage external experts for their contextual and linguistic boundary-spanning expertise to facilitate accreditation processes.

The authors contribute to language-sensitive research through a critical perspective on marginalization within French business schools due to the use of English as the mandatory lingua franca of international accreditation processes and due to the underlying higher-education philosophy from the Anglophone academic sphere within these processes. As a result, French business schools resort to external experts to mediate their knowledge and competency gaps.

The purpose of this article is to provide readers with an understanding of how the assessment protocol for executive coaching can be adapted to more effectively meet the different needs of clients who are seeking developmental, transitional, or remedial coaching.

This article is based on the author's 20 years of experience as both an internal executive coach and external consultant. Organizational examples are provided to illustrate key concepts.

The assessment interview can be customized to meet the unique requirements of transitional, developmental, and remedial coaching.

The article provides readers with clear guidelines for adapting the assessment process to meet three different coaching requirements. By following these guidelines, coaches will be able to obtain more detailed and relevant background information on the client's history, organizational setting, goals, and development issues, and in so doing establish a more effective pathway for the coaching intervention.

To the author's knowledge, this article represents the first attempt to consider how assessment interviews might be adapted to the unique requirements of developmental, transitional, and remedial coaching.

Artifacts are rarely used today to visualize thoughts, insights, and ideas in strategy work. Rather, textual and verbal communication dominates. This is despite artifacts and visual representations holding many advantages as tools to create and make sense of strategy in teamwork. To advance our understanding of the benefits of visual aids in strategy work, I synthesize insights from cognitive psychology, neuroscience, and management research. My analysis exposes distinct neurocognitive advantages concerning attention, emotion, learning, memory, intuition, and creativity from visual sense-building. These advantages increase when sense-building activities are playful and storytelling is used.

To provide a descriptive case study showing how the construction of drawings as visual metaphors can help work groups “give voice” to their emotional reactions to organizational change events, and provide groups with a vehicle for interpreting and framing their experience of organizational change.

A seven‐person focus was asked to construct a drawing that would serve as a visual metaphor for conveying the group's reaction to ongoing organizational changes within their company. Following this construction, the group engaged in a self‐interpretation of their metaphor.

The work group's feelings regarding organizational change were encapsulated in visual metaphor of “dark tower”; a metaphor of which revealed that team members shared several strong, negative emotions regarding the organizational change event. A review of how the group's changes in metaphor construction evolved over three successive drawings showed how certain elements of the metaphor came to play a central role in the team's emotional expression of organizational change events.

This case study did not attempt to provide a comparative review of metaphor constructions across work groups, nor did it include the use of other research methods, such as structured interviews, to confirm these findings.

This study illustrates how the construction of visual metaphors can be used to help researchers gain a more in‐depth understanding of the subjective, felt experience of groups during organizational change events.

The group's reflections on how their successive drawings changed over the course of the construction of their metaphor sheds light on how “visual narratives” take form over time.