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Mindfulness and the Quality of Organizational Attention Author(s): Karl E. Weick and Kathleen M.

Sutcliffe Reviewed work(s): Source: Organization Science, Vol. 17, No. 4 (Jul. - Aug., 2006), pp. 514-524 Published by: INFORMS Stable URL: http://www.jstor.org/stable/25146054 . Accessed: 03/10/2012 06:39
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Organization
Vol. 17, No. 4, July-August

Science
2006,

InfnuiiM.
^ 10 1287/orsc. 1060.0196

pp. 514-524

issn 1047-70391eissn 1526-5455 1061170410514

@ 2(m jNFORMS

Mindfulness
Stephen M. Ross

and the Quality


Karl E. Weick,
School of Business, University of Michigan,

of Organizational
701 Tappan Street, Ann Arbor, Michigan

Attention
48109-1234

Kathleen M. Sutcliffe
ksutclif@umich.edu}

{karlw@umich.edu,

as depicted Mindfulness learning, Rerup's and

encoding

conjectures an object. knowing as altering the codes, differentiating on coding and codes. dependence to a contrast are affected mindfulness; between more by outcomes

outcomes in ways that influence and Rerup involves by Levinthal encoding (2006) ambiguous a repertoire context stimuli in ways that match with and of routines. We add to Levinthal as a process Western and Eastern versions of mindfulness and how of by examining they function more are activities In our expanded becomes less central. What becomes central such view, encoding the codes, the coding of all, reducing the overall itself, and, most process contrast Levinthal and Rerup's mindful between and less less conceptual. When and encoding, away from conceptuality people move than by the quantity of attention. introspecting we shift from conceptualizing; mindful organizing

mindful

Consequently, and conceptual the quality encoding;

Key

words:

attention;

Organizational
to be fitted

life is filled with


to a given repertoire

special cases that have


of actions. (Levinthal

and Rerup 2006, p. 508) lies on top of several basic prosaic description in organizational studies. These two Crossroads papers restir several tensions such as those that occur behavior and cognition, controlled and auto between and information process matic processing, interpretation perceiving, mind and ing, conceptual and nonconceptual and routine and nonroutine. At the core of these body, of organization and orga tensions lies the very meaning that core like this: Tsoukas describes nizing. (2005) That tensions
A is the genera of organization feature distinguishing of institutionalized tion of recurring behaviours by means to be said defined. For an activity roles that are explicitly

some become apparent when people take a closer look at mind and experience. When people engage in actions with meditative prop erties that are directed inward (e.g., concentration), [they] begin to have insight into what the mind,
experienced, impermanent. and wither, is really like. This is not kings-are-forgotten but of just Experiences, the leaves-fall, type of they

as it is
are

notice, maidens

impermanence

(traditionally called gross impermanence) with which all


people impermanence by moment a are hauntingly familiar of the activity new experiences stream a personal penetrating the mind itself. Moment

It is and are gone. happen occur of momentary mental rapidly shifting rence. the perceiver includes the shiftiness Furthermore, as much as the perceptions. is no experiencer, There just as Hume constant to receive who remains noticed, expe riences, no landing platform sense of no one for home experience. is called This actual selflessness

to be organized
of

implies that types of behaviour

in types

are connected to types An of actors.... situations a given actors with set of cog organized activity provides On of action nitive and a typology options.... categories this view, therefore, of organizing implies the generalizing; under generic necessarily

experiential or egolessness. sees

subsumption categories. involves

particulars heterogeneous In that sense, formal organization abstraction, (p. 124)

also the meditator Moment by moment from its sense away oLjmperma pulling as nence sees it grasping and lack of self, experiences on experiences were permanent, commenting they though as a constant to comment, there were perceiver though the mind seeking fulness, all with that will entertainment any mental disrupt mind to the next preoccupation, and restlessly fleeing a sense et al. 1993, of constant struggle. (Varela

and its peo Our reading is that both the organization are concepts, mentally of direct formed collections ple with a name. Although neither experiences ultimately nor organizations exist, conventionally they not people are necessary for mindful foundations only exist, they ness to come into existence. Concepts hold activities and people together long enough for people to plan and coor dinate their actions and then to learn from the results these activities and accumulate experience. But whereas and of conceptualizing economy, permanence, provide of which there are costs of conceptualizing efficiency, 514

pp. 60-61) to return to the opening description, is organizing cases, impermanent fitting, impermanent special and impermanent repertoires of actions. How these three are reconciled is a root issue in organizational analy sis. If attempts to reconcile are framed as an interest in rather than in organization, then people are organizing in a better position to acknowledge impermanence (they are not rou see that coordination and interdependence that need to be reaccomplished). tines, but are activities So, about

Weick

and the Quality of Organizational and Sutcliffe: Mindfulness Organization Science 17(4), pp. 514-524, ? 2006 INFORMS 515

Attention

as organizing is also the life of organizations and reduce the discontent triggered by futile to the impermanent is need to reorganize clinging (the not seen as a failure of commitment but as the inevitable rise and fall of patterns that are not rooted in one's own personal agency). As people become more aware of the as the of the mind and accept those workings workings resources for collective action, they are in a better posi tion to produce wise action. These two Crossroads papers approach that common To view to notice goal of wise action from different sets of assumptions. To interrelate these two sets of assumptions means that we need to be clear on just what is being blended so that we can see what kind of blend, if any, is possible. In the following discussion, we look briefly at the sev with that have been associated eral meanings of mindfulness them as distinc studies and package organization and beyond tion making, enriched distinction making, We dwell on the third package, distinction making. it is a set of beyond distinction making, partly because

p. 538) and that complex of faculties can be studied in at least two ways, each one driven by a slightly dif ferent treatment of mind. First, the term mind can be used to depict "the totality of hypothesized mental pro cesses and acts that may serve as explanatory devices
for psychological data.... Here, mental components are

hypothesized cal frame, considerable explanatory power" (Reber 1995, The second usage is more cautious and depicts p. 460). mind as "a collection of processes [the argument being] that the several processes studied under the generally rubrics of perception and cognition constitute mind [ital ics in original]. Here, there is no real effort to define, those pro only to enumerate and to seek to understand cesses enumerated" 1995, p. 461). If you strip (Reber you get the second theory away from the first meaning, Either way, to study mind is to be concerned meaning. with mental processes, mental acts, psychological data, and cognition, and to embed these in a the perception, them in order to better oretical frame or to enumerate understand Less them. formally, Reber (1995, p. 460) describes the con of the union of mind as "the battered offspring cept and psychology." of philosophy That being the case, one can rightly ask: Why in the world would anyone use a battered offspring to rescue organizational studies, a field that is already struggling to become something other than a low paradigm field? The short answer is that mind is useful because it directs attention to issues other behavior and a than those closely tied to organizational behavioral of the firm. To focus on behavior is to theory examine topics such as automaticity, routine, mindless and inertia. ness, habit, path dependence, momentum, To focus on mind such as alert is to examine topics
ness, attention, abstraction, and awareness. These latter

because

they have,

in the proper

theoreti

that have been lost inWestern for mindfulness meanings we dwell on these Eastern nuances, thinking. Mostly of mind though, because they clarify the distinctiveness fulness and show how it can be reconciled with perspec tives that focus on less-mindful routine functioning.

Mind
Eastern

and Mindfulness

and psychology, the sources of the philosophy of mindfulness, that with the assertion concept begin "all things are preceded by the mind" 1999, (Wallace p. 185). If we grant that assumption, made some 2,500

years ago, then contemporary topics such as organizing are dependent on qualities of and organizational learning mind and the way those qualities interrelate. To pursue this dependence, people interested in the topic of mind context of organizational such in the life ask questions of mind? What mechanisms What are processes tie as, those processes and What are the effects of dif together? on adaptation? ferent configurations of these processes A sample question would be, "How are the processes and contents of attention influenced by the conditions of task-based found in those settings interdependency we conventionally as organizations?" designate (Weick about some of these inter 1979, pp. 32-33). Conjectures relations of mind are insightfully proposed by Levinthal and Rerup in their Figure 1 (p. 504). We intend to add to their conjectures by taking a closer look at the Western and Eastern versions of the concept of mindfulness, and as a backdrop to comment on their use our observations
discussion.

an emphasis on behavior because they ideas complement the interpretation of determine the context of behavior,
the behavior, and what one learns from the outcomes of behaving.

Varieties

of Mindfulness

If mind in the broadest sense is about a totality or a col lection of processes, then mindfulness is about "ways in which these diverse processes interrelate" (Weick et al. on mindfulness articu 1999, p. 88). The perspective lated in this article is grounded in patterns of interrela tion among processes and cognition of perception that "induce a rich awareness of discriminatory detail and a capacity for action" (Weick et al. 1999, p. 88). Pat terns of this kind are especially visible in so-called high reliability organizations organizations (HROs). These face special problems of learning because their contin uous exposure to potential crises means that their next failure to meet aspirations could also be their last-ever in these organizations action. Mindfulness is focused on

If "mind" precedes is else, just what everything the "it" that is doing the preceding? "Mind indicates in perceiv the complex of man's faculties involved and decid evaluating, ing, remembering, considering, New Dictionary 1984, of Synonyms ing" (Webster's

Weick

and Sutcliffe:

and the Quality of Organizational Mindfulness 516 Organization Science 17(4), pp. 514-524, ?2006

Attention INFORMS

of emerging threats and on fac clear comprehension tors that interfere with such comprehension. Faced with such contingencies, these organizations spend (a) more on the health of time examining failure as a window (b) more time resisting the urge to simplify about the world, time observing assumptions (c) more more and their effects, time developing operations (d) to manage resilience events, and (e) more unexpected time locating local expertise and creating a climate of the system, to those experts. deference labeled mindful organizing these five Collectively, the discriminatory details It is that shift from gories. threatens rich awareness capabilities have been (Weick and Sutcliffe 2001). focus attention on processes that get These

and an admittedly Western, rather than Eastern, perspec is focused on learn tive. Moreover, for her, mindfulness to switch modes of thinking rather than on medita ing tion, and is also concerned with the process of noticing new things that involves seeing both similarities in things in things thought simi thought different and differences that lar (Langer 2005, p. 16). She advocates interventions unno cues previously of subtle promote discrimination ticed. When routines that had these cues are noticed, are interrupted, and when rou been unfolding mindlessly tines are disrupted, the resulting void is similar to the void induced by meditation. When either void is created, no longer serves as a firm guide, and past experience the disruption stirs the cognitive pot. Because the void is momentarily tough to categorize and label, it serves as a moment of nonconceptual that mindfulness. This means this moment more is seen, and more is seen about during seeing itself. Mindfulness Krieger's (2005) as information that state in which
while actively

lumped into cate to conception that perception of discriminatory detail. The is that small devia stubborn reality in these systems tions are easy to correct but hard to detect in their early substantial system resources must stages. Consequently, be invested to produce early detection, but the necessary resources are not so much financial as they are atten

processing

is clear

in

definition

tional. Small failures have to be noticed (preoccupation retained rather than with failure) and their distinctiveness to simplify). People need lost in a category (reluctance to remain aware of ongoing operations if they want to notice nuances that portend failure (sensitivity to opera to also is crucial for locating pathways tions). Attention recovery to resilience) and the expertise (commitment those pathways implement (deference to expertise). to

mindfulness

is a psychological

individuals
performing analyzing,

in active information engage processing their current tasks such that they are

categorizing, Mindfulness in the model

and making distinctions as information

in data. (p. 127)

Distinction

Making

to conceptualize has mindfulness The prevailing way ideas that been to borrow from Langer's (e.g., 1989) echo a Western line of thinking. By Western we mean
that her ideas are essentially a variant of an information

p. 60). They and resilience produces mindfulness. ure, simplification, in turn, broadens environmental Mindfulness, scanning, that are more context relevant, generates interpretations that is more discrim and produces decision behavior inating;
thought

is also clear processing Fiol and O'Connor by proposed (2003, argue that people paying attention to fail

"Those
patterns

who
that

manifest
allow them

mindfulness
to make a

engage
larger num

in

perspective. processing as information processing sist of

When

are viewed organizations systems, they are said to con information is stored
taken process That this to mean and code that

embedded routines through which


and that enacted. Some researchers are have

ber of currently relevant, more precise distinctions" (Fiol and O'Connor 2003, p. 59). The relevant point here is that acts of mindfulness grounded in distinction making, and refinement of concepts are acts of conceptualizing, information processing (Lant and Shapira 2001). Distinction Enriched Making Our own work makes extensive

systems organizations manner. in a computational information face lem that organizations is one of

when relevant information cessing are boundedly makers and decision

is, the prob and pro searching is costly such search rational. (Lant and

Shapira 2001, p. 2) induce mindless variant argues that routines Langer's when coded infor action and that performance improves mation is differentiated more fully and more creatively. is a joint product of refining exist Such differentiation and developing adopting new categories, ing categories, on context. awareness of multiple perspectives greater that increase Langer is less concerned with practices mindfulness than she is with practices that reduce mind lessness (e.g., Langer and Moldoveanu 2000, p. 3). She in research that her ideas are grounded acknowledges

use of Langer's ideas. In 1999 (Weick et al. 1999), as we mentioned earlier, as a rich awareness of discrim we defined mindfulness In detail generated by organizational processes. inatory 2001, we refined Langer when we described mindful
ness the as combination continuous based on of of existing scrutiny and differentiation experiences,

tations, pectations

ongoing refinement newer new

expec of ex

expectations capability a more of nuanced events, unprecedented appreciation context to deal with of new and ways it, and identification and current that improve of context dimensions foresight

to invent

and willingness sense of that make

functioning.

(Weick and Sutcliffe 2001, p. 42)

Weick

and the Quality of Organizational and Sutcliffe: Mindfulness Organization Science 17(4), pp. 514-524, ? 2006 INFORMS 517

Attention

and Rerup (2006) also adopt an enriched it as high when of mindfulness they describe of perception and high flexibility of behavior sensitivity to respond to diverse, changing stimuli (p. 505). They as the conversion of experi also describe mindfulness ence into reconfigurations of assumptions, frameworks, and actions (p. 507). In subsequent sections we will argue that when peo enrich the distinctions they make, their efforts begin ple to resemble practices associated with mindfulness med to mindfulness). As a itation (i.e., Eastern pathways less mediated becomes result, their experience by con Levinthal version For example, when peo cepts and more nonconceptual. distinctions make more distinctions and more-refined ple often see some of the limits of singular categories they and even of categorizing itself; their attention becomes more focused and they see the costs of scattered atten tion; they pay more attention to what is happening here and now; they experience entities as less substantial and more transient; they see the liabilities of swift thinking and when they slow down to register finer distinctions; in events as that changes there is gradual recognition well as in oneself as perceiver are often not of one's own making. When people engage in distinction making, they into begin to realize how readily we put our experiences unexamined conceptual boxes (Kabat-Zinn 2002, p. 69), how reluctant we are to examine those conceptual boxes, and how much we discover when we become less depen dent on those boxes. Beyond Distinction Making There is more to mindfulness than its capability to coun teract mindlessness. drawn The following description, from Eastern thought, suggests what lies beyond mind lessness and what issues arise when routines and mind fulness are juxtaposed:
Mental Habituation to standard reactions, From encounter, If the to sequences

Yet

along

with

these

benefits,

associative

thinking Let us

can

also bring many grave dangers if it is applied faultily or


thoughtlessly 1. Associative similar faulty ment, pride. 2. or and situations, incomplete emotional and not carefully controlled. draw

up a partial list of these danger points:


thinking, may recurring again and and again in perpetuate easily initial observations, prejudices such as strengthen errors of judg love, hate and

Incomplete

observations

and

restricted

viewpoints

in judgment,
situation, consequences stances. 3. Due may

sufficient
prove quite if mechanically

to deal with
inadequate applied associative

one
and

particular
grave circum

entail

to changed a

to misdirected

thinking,

strong of

instinctive dislike may be felt for things, places or per


sons which in some unpleasant with them. These us of to our experiences, way but merely have actually show time how are reminiscent no connection

briefly-stated scrutinize from associative and

instances time to

vital

it is for

habits other vision

words, of

grooves to review and the various thoughts, from them. In reactions stereotype deriving we must a direct step out of our ruts, regain and make a fresh appraisal. (Thera 1997,

the mental

things,

pp. 51-52) the dangers of here is against key warning uncontrolled The primary thoughtless, faulty, thinking. source of such dangers is associative thinking in the was form of normalizing. The concept of normalization in the Chal drafted to explain Vaughan's (1996) finding The that reified launch routines in lenger shuttle disaster were preserved when events pro NASA anomalous duced by inadequate solid rocket booster seals, events that should have been singled out and given a distinc as acceptable deviations tive label, were normalized that fit within the preexisting labels and routines. Normal ization means anomalies and uncertainties converting into acceptable risks or simply ignoring them (Vaughan The concept of normalization of 2005, pp. 46-47).
deviance, "characterizes the routine nature of organi

of activity,
by way situations tain our they lier, [Note: of

to judgments of people
associative and people marks, to first our thinking. that we and them. with

or things proceeds
ideas, objects, we cer select marks with recur, ear

distinctive own are and

associate these

these

response associated then with

encounters selected

those or

marks strongest

This

is a crude marks which or

original first-order become may

these ing.] Thus standard reaction, of connected or acts

description a for signal of a long

response. of learn releasing sequence repeated a

consist

makes it experience. new for us to apply effort and painstaking unnecessary to each single The result step in such a sequence. scrutiny us to release is a great of life, permitting simplification practice energy human for mind, and other tasks. In fact, in was us the evolution of the step expe associative a progressive to learn from and

familiar thoughts through This way of functioning

of decisive rience, of causal

importance. thus led up laws.

thinking It enabled

to the discovery

application

risk which unfold over long the myth of the sudden acci periods... [and] explodes In place of the myth dent" (Hutter and Power 2005). are data showing that "risks are 'built in' to the daily routines and operational culture of organizational life" are not sudden, they are incubated Accidents (p. 14). and give off daily warning signals. This is why attention needs to be made more stable (i.e., norms and routines must specify and reward attention to intended objects) and more vivid (i.e., distractions need to be removed). In Eastern philosophy and psychology, the interplay that is associated with processes of mind is focused more of attention and attend explicitly on internal processes as "non For example, mindfulness is described ing. awareness. It sees things deeply, down below superficial the level of concepts and opinions... it manifests itself attention that primarily as a constant and unwavering zational encounters with

Weick

and Sutcliffe:

and the Quality of Organizational Attention Mindfulness 518 Organization Science 17(4), pp. 514-524, ? 2006 INFORMS

never flags and never Eastern pp. 147-148). it with nonjudgmental


ness, nonconceptual alertness, nonegoistic

turns away" (Gunaratana 2002, versions of mindfulness equate observation, impartial watchful
present-time awareness, and awareness, awareness goalless

to be examined

by wisdom,

is prepared

by Bare

Attention

(mindfulness). It cleans the object of investigation from the impurities of prejudice and passion; it frees it from
alien admixtures and from points of view not pertain

awareness,

In its most of change (Gunaratana 2002, pp. 139-142). is described as "the stark Eastern rendition, mindfulness of the mind with respect to a familiar nonforgetfulness object, having the function of nondistraction" (Wallace is about reducing distraction 2005, p. 226). Mindfulness and holding an intended object in mind. is the idea that mind Implicit in these descriptions fulness is about qualities of attention such as its focus, stability, sustainability, filtering, and vividness. Further there is the clear implication that conceptual more, such as that espoused by Langer, by itself is refinement, a fairly elementary means to improve perception. When these implications are directed at the specific question of how HROs cope with risk and uncertainty, the emerging answer is that HROs become more vulnerable to error their attention is scattered, distracted, unstable, short lived, dominated and lax, all of by abstractions, which predispose people to misestimate, misunderstand, and misspecify what they think they face (Schulman when

ing to it; it holds it firmly before the Eye of Wisdom, by slowing down the transition from the receptive to the
active giving of phase a vastly the perceptual improved or chance thus process, cognitive for close and dispas

sionate investigation.

(Thera 1996, pp. 34-35)

Mindfulness, therefore, is as much about the reversal as it is about encoding and matching of normalizing sit uations with routines. Mindfulness is important because it weakens the tendency to simplify events into famil iar events and strengthens the tendency to differentiate events events. Therefore, into unfamiliar less-mindful
practice normalizes, more-mindful practice anomalizes.

By anomalize
particulars,

we mean
i.e., differences,

that mindfulness
nuances,

captures unique
discrepancies, and

outliers malized.

that slow the speed with which details are nor These visible anomalies foreshadow potential and opportunities, and preclude incubation problems until events become unmanageable.

2004).
the focus may make using microscopes clearer. A biologist looking through a seems to be simply seeing and observing, microscope but the kind of microscope?ultraviolet, phase contrast,
interference contrast, X-ray, electron, acoustic?makes a

An analogy of mindfulness

Mindfulness Stabilizes Attention Mindfulness is about remembering, but it is remem an intended object in the present, not an object bering texts describe this capability from the past. Buddhist as "not wobbling." to remember Eastern mindfulness means having the ability to hang on to current objects, to remember them, and not to lose sight of them through associative attention, thinking, wandering or rejection. As described in A Com away, explaining the Buddhist analy prehensive Manual of Abhidhamma, has "the sis of mind and mental processes, mindfulness not floating away of not wobbling, characteristic i.e., from the object. Its function is absence of confusion or nonforgetfulness" (Bodhi 2000, p. 86). The image of not to convey the quality that mindful is meant wobbling ness "keeps the mind as steady as a stone instead of let ting it bob about like a pumpkin in water" (Bodhi 2000, an object is to acqui in perceiving p. 371). To wobble esce in its conceptual associations before total awareness distraction, can occur. and nonforgetfulness To illustrate the importance of the quality of atten tion to mindful action, consider a theoretical framework suggested by Wallace (1999; 2000, pp. 106-108). Wal lace argues that the undisciplined mind succumbs "very swiftly to attentional excitation, or scattering; and when the mind eventually calms down, it tends to drift into is sacrificed" (Wal attentional laxity in which vividness the existence lace 1999, p. 176). Wallace hypothesizes there are suc of a continuum in which of awareness and awareness, each lasting cessive pulses of cognition for a short period of time (e.g., he suggests pulse inter but the argument works just vals of 10 milliseconds, as well with longer intervals). Some of these pulses of

difference:
Since light tions. or the early twentieth has century, even been the conventional synthe of

microscope we

essentially either see

a Fourier

sizer [italics added] of first or even second-order diffrac


Thus, must we modify our notion serious is seldom a device. we see with hold that the never a through of seeing through a microscope, seeing micro used In

for scope; in observing short, we

''normal" living not see

physics materials through

such

do

one. (Wallace 2000, p. 62) In like manner, we don't see through concepts, we see with blinded by them. them, and are sometimes are important, not because they represent, but Concepts because they enable us to cope. To see more clearly by means of concepts, we need to refine the concepts. This is Langer's To see more clearly, though, contribution. we also have to understand how conceptualizing itself interferes with seeing. This is what Eastern mindfulness contributes. Here the analogy is one where mindfulness acts in a manner much like preparing slides for a micro on the preparation, people can expe scope. Depending rience insight or confusion:
A the specimen of help under of research that has is first to be to be matter, the examined carefully and "bare with pre firmly object" a microscope from freed cleaned, the lens.

pared, kept

extraneous way,

In a similar

Weick

and Sutcliffe: and the Quality of Organizational Mindfulness INFORMS 519 Organization Science 17(4), pp. 514-524, ?2006

Attention

awareness are focused on a specific object (they are said to ascertain the object), and some are not focused on even though they could be (nonascertaining anything, Considering only those pulses that are ascer moments). some of those ascertaining moments are focused taining, on the intended object, and some of those ascertain are focused on other ing moments in hand, it is possible assumptions attention as scattered or stable and more mindful is to attend with both
greater vividness.

these objects. With to describe mindful vivid or lax. To be greater stability and

is determined stability of attention by the per at of ascertaining moments that are directed centage the intended object rather than at some other object. The greater the proportion of ascertaining moments that are focused on the intended object rather than on other of those ascertain objects, the greater the homogeneity and the more stable the attention. There moments, ing moments few ascertaining may be relatively among The of awareness, but if all of those that do occur are focused on the intended object rather than on other objects, then the attention is stable. Whether that attention is vivid or lax to nonascertaining depends on the ratio of ascertaining moments. moments As the density of homogeneous of ascertainment increases, so too does the vividness of the intended object. The practical importance of not floating away from the object for organization theory is that the failure as a primary to accomplish this is viewed by many causal factor in organizational accidents (e.g., Turner event If a discrepancy occurs when an unexpected 1994). or an expected event fails to materialize, materializes this discrepancy interrupts a routine. The discrepancy becomes the object of attention, but this momentarily the discrep object is often lost soon thereafter when and treated as if it ancy is glossed over, normalized,
were a familiar event already encountered, named, and

induces vivid but potentially unstable attention (e.g., the term failures is plural, which suggests that there are mul tiple objects to monitor, with attention being scattered rather than stable. It is also possible that culture, norms, and training could frame failure as a single intended to sim object, thereby increasing stability). Reluctance and sensitivity to operations both involve replacing plify abstractions with current details, which again suggests an increase in vividness, but at the possible expense to resilience of stability. Commitment is about stability as a goal and vividness as the means to achieve it. To bounce back from a disruption involves vivid attention to whatever is at hand in an effort to ascertain how it can be cobbled together in order to resume whatever was and Rerup's 2006 notion interrupted (this is Levinthal of recombination). Most of the moments of awareness associated with resilience are moments of ascertaining, are scattered but again those moments of ascertaining unsta diverse objects and therefore potentially among to expertise that is made possible ble. Finally, deference structures involves efforts to stabilize by underspecified to experts who are best attention by routing decisions able to hold on to the intended object without distraction. is interesting in these five scenarios of reliabil What than vividness. This sug ity is that stability is weaker itmay be because gests that if HROs do have accidents, mindfulness. That weakening they act with weakened occurs because they expend more effort to see things than to see one thing fully (stabil clearly (vividness) ity). In other words, when HROs work on failure, sim their moments of and resilience, plification, operations, awareness may be filled with ascertaining, but that ascer this hap taining is spread among several objects. When mindfulness suffers because it is compromised pens, by and attention float conceptual association, forgetfulness, to ing away from the object. There are several ways increase stability and thereby strengthen mindfulness. Most of them involve altering the way reliability is orga nized. For example, increase stability and mindfulness if people reduce the number of objects that they intend to ascertain, regroup objects into fewer meaningful clus for ascertaining ters, or distribute responsibilities specific objects among people in different roles or positions who remain in close contact with one another. This reor of reliability in order to stabilize processes ganizing the objects of attention differs from the more common forms of reorganizing that are associated with organiz for efficiency. In the case of efficiency, processes ing are organized to focus on success, simplification, strat et al. 1999). and authority egy, anticipation, (Weick Such organizing increases stability, but at the expense of vividness. As a result, action becomes more routine, more mindless, and attention becomes more diffuse. Mindfulness To move closer Conceptualizing distinction is to take a beyond making look at encoding and conceptualizing. The drama Modifies

the moments ascertaining moments all of

in the past. These associations interfere with direct perception of the discrepancy, continuing they draw attention away from the object, and they typically with thoughts and observations replace nonjudgmental and emotional reactions that distort perceptions concepts an object is to of the object. To wobble in perceiving in its associations rather than discard those acquiesce understood
associations.

to speculate fur ideas, it is possible Using Wallace's ther concerning that processes specific organizational could lead to greater mindfulness the processes' through effects on the stability and vividness of attention. For the five processes associated with organizing example, for high reliability (e.g., Weick et al. 1999) can be ana for their possible effects on attentional lyzed stability and vividness, and then on mindfulness. Preoccupation with failure involves a search for incipient failures to the exclusion of all else, suggesting that such preoccupation

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and Sutcliffe:

and the Quality of Organizational Mindfulness 520 Organization Science 17(4), pp. 514-524, ?2006

Attention INFORMS

involved in moving beyond is captured in this descrip tion by Kearney (2005, unnumbered page):
There ence; we What between lost are any number we can analyze our of ways experi are a potentially infinite of categories number can invent we can our into which classify experiences. there is important is and that we remember and the avoid difference

category becoming experience, the category. Our is to get lost in the tendency and in doing so, lose touch with categories, experience. we freeze we create a system of categories the pro When in which a solid in and create living experience something our experience now conform. now divide must We our experience two basic those divisions: into experi we can fit into our system ences which and of categories, of is therefore which we valid, cannot real fit and useful; and those expe riences Of into our of categories. system we put more attention than we do to stuck in attachment cess

which

how a concept permanent if people can watch mindfully in the mind, what it highlights functions and ignores, how affect influences conceptualizing, and what happens on concepts decreases. when dependence to concepts, Mindfulness is not antithetical in part because it is not focused on novelty to the degree argued by Levinthal and Rerup (2006). They describe the mind as one that "stresses the importance of ful perspective novelty to respond to changing and possibly unique cir is seen solely in cumstances" (p. 510). If mindfulness the context of an antidote to mindlessness, then what is is novelty and the ability of mindfulness foregrounded to stir up that which is taken for granted. If mindful ness is seen instead in the context of cognition, the costs of shared perceptions, and the realities of narrow tunnel is the way in which vision, then what is foregrounded it a more mindfulness attention and makes disciplines tool. powerful in the viewed in the context of encoding Mindfulness, interest of shared perceptions, raises important issues are costly. The costs are because shared perceptions in the form of fewer discriminating realized distinc tions and a higher level of generality. Details, warnings, are lost. Baron and Misovich and adaptations (1999) a mechanism such costs materialize. suggest by which of percep They argue that there are two basic modes tion: direct (akin to Eastern mindfulness) and conceptual In the mode of direct (akin to Western mindfulness). of acquaintance perception, people develop knowledge There is bottom through active, hands-on exploration. concurrent with up stimulus-driven cognitive processing when people work in the concep acting. By contrast, tual mode, they develop knowledge rather by description than acquaintance, their cognitive is now processing schema driven rather than stimulus driven, and they the information their go beyond given and elaborate direct perceptions into types, categories, stereotypes, and schemas that mobilize habitual action. The relevance of these shifts for organizational design centers on what Baron and Misovich and mindfulness constraint. Infor (1999, p. 587) call the shareability this constraint means that if people want to share mally, their cognitive structures, those structures have to take on a particular as social com form. More formally, based increases, people shift from perceptually plexity to categorically in the interest based knowing knowing of coordination. As demands for coordination increase, to experience greater intellectual and emo people begin tional distance perception. Consider that claimed Farjoun to the between out of from the phenomena picked up by direct

course,

to our

in the act of meditating, real and useful valid, experiences type. In brief, and instead we of become

the other and we dom when whatever stream with of great

aversion, revert and we

our experience, investigating to manipulating it. We take the practice of free turn it into a prison. the case This is inevitably into reality we use?and of analysis? the categories not into the actual, living, we must treat this learn to use it, and system not be

project system

Hence experience. caution. We must

used by it. and assimi activities of encoding, categorizing, role in the Levinthal and Rerup lation play a prominent (2006) argument. For example they observe that,
To mindfully consider the encode a stimulus situation, actors need to and the type of type of request being made, to consider what faced. Actors also need problem being context. in a particular This role they are playing sorting out process to precede often needs routinized behavior. of bureaucratic in the context skill important is the art of manipulating the label or cate organizations or initiative a given is encoded which gory with request so as to elicit outcome, the desired (p. 508) Indeed, an

The

it is true that people have no choice but to cat et al. 1999), it is also true that egorize (e.g., Moskowitz or overzeal don't have to be clumsy or compulsive they ous about it. Levinthal and Rerup (2006) make this point well: exceedingly While
Treating nonevents outcomes in a less as events that may developed as regarded scheme encoding be

richly

is a critical basis for intelligent adaptation


where nuclear coarser plant schemes coding critical goes (i.e.

in settings

whether the (for example, on a given "melts down")

day) provide limited opportunities for learning, (p. 510) that If you're going to encode, then use a vocabulary is up to the task. a problem for con Not only is a coarse vocabulary but so is the tendency to treat concepts as ceptualizing, if they were enduring, permanent, abstractions of things can be rendered less with inherent properties. Concepts

the Columbia shuttle accident (STS-107) the lives of seven astronauts (Starbuck and contributed knowing 2005). Categorical-based NASA there is a distinction disaster. Within that are in family and those that are problems in-family family (Gehman 2003, p. 146). An

Weick

and Sutcliffe: and the Quality of Organizational Mindfulness INFORMS 521 Organization Science 17(4), pp. 514-524, ?2006

Attention

is "a reportable that was previously problem and understood" analyzed, experienced, (Gehman 2003, in that definition: p. 122). There are two key phrases and problems reportable problems previously experi to qualify as reportable, people enced. For something event to be able to report it. They need to have words and categories already in hand to do the reporting, and those very words can limit what is seen and reported. Whatever labels a group has available will color what need members of the group think they see and report, which means there should be a tendency toward false posi tives. People should overestimate the number of ambigu ous events that are in-family because, in reporting those their meaning. Peo events, they already have established something and then label it as ple do not first recognize an in-family event. Instead, they have categories of in into family events that punctuate a stream of experience familiar events and a residual. The world is thereby ren dered more stable and certain, but that rendering over looks unnamed experiences that could be symptomatic of larger trouble. The problem here is a failure of mind
fulness.

can be sufficient sounds attention individual and organizational sub implausible, "Every unit cannot be mindful about all issues" (Levinthal and Rerup 2006, p. 507). What Levinthal and Rerup's asser tion overlooks is the possibility that one reason people cannot be mindful of all issues is that the issues are sat The idea that associations, beliefs, concepts, judgments, When people watch events that are loaded their seeing tends to be distracted, meaning, on the here and now, deprived of details that would give a clearer picture, and confused by normal It is the izing that leaves too many details unexplained. of these distractions and puzzling details that presence makes seeing all issues seem impossible. The good news here is that even though surplus mean ings may be seductive, they are neither natural. Mindfulness is designed to lead the mind
back one's from experience of

urated with and feelings. with surplus not focused

permanent

nor

back from its theories and


the abstract itself... to the attitude, . [Mindfulness]

preoccupations, situation of

is the natural state of mind


obscured by some habitual patterns

that has been


grasping

temporarily
delusion.

and

perception-based collective action, and that ing is crucial for effective mindfulness is crucial for direct perception, then design ers should moderate the demands for coordination in should activate mecha any organizational design. They nisms such as pooled interdependence 1967, (Thompson 2000) with its limited demands for coordination and other forms of loosely coupled systems in order to increase the number of ascertaining moments and the of those moments that are directed at weak proportion signals of developing problems. of Attention to the quality
is more to

If we

assume

that reliable

know

The untamed [i.e., undisciplined] mind constantly tries to


grasp cling a solid and stable to thoughts, ground. learns movement in its unending and to as if they were and concepts feelings, are cut through As all of these habits point of natu go, the mind's letting itself and reflecting its own This is the beginning of wis

one

an attitude of knowing shine forth.

ral characteristic experience can

Snook

dom or maturity. (Varela et al. 1993, pp. 24, 26)

The Apparent
Levinthal

Chasm

Mindfulness When
becomes

and Scarcity analysis is directed


clear that there

of attention
than

it
the

attention

fact that it is limited (e.g., Ocasio 2001), scarce (March 1994), and costly to use. The argument for scarcity is well known. As March notes (1994, p. 10),
Time and can for attention capabilities at once. be attended Too of many things limitations, are are Too limited. many to of Not every

thing received. because

relevant

are signals a decision, mak or with

(2006) goal was to interrelate two distinct phenomena and suggest how they complement one another. They portray the interrelating as elements that underlie. Elements of routine underlie mindful ness in the form of a need to sustain the sensitivity of mindfulness and to have rich routines available for novel recombination when people deal mindfully with the unexpected. of mindfulness Elements underlie rou tines in the form of a need to encode context to see what is appropriate and to encode outcomes for purposes of learning. Routines and conti provide raw materials and Rerup's nuity, mindfulness operationalizes logic and interprets outcomes. They also argue that a performative examina tion suggests interdependency between two distinct pro that what cesses, but they do not rule out the possibility is being discussed is actually a continuum. One could what varies is depen argue that it's all mindfulness, dence on concepts or skill in multiplying perspectives. One could also argue that it's all routine, what varies is that similarity from repetition to repetition. Descriptions as repeti focus on intelligent routines and mindfulness tive pattern recognition throw doubt on a clear duality versus routine. of mindful

these

theories as theories

decision of

better described ing are often search than as theory of choice. the way in which scarce

attention

are concerned They attention is allocated.

In organizational studies, the issue is not just one of the allocation of scarce attention. The more basic issue is the quality of that attention, not its quantity (Weick et al. 1999, p. 90). Attention is scarce when it is undis interfere with clear comprehen ciplined and obstacles sion, but attention is more plentiful and sufficient when it becomes more stable and vivid.

Weick

and Sutcliffe:

and the Quality of Organizational Mindfulness 522 Organization Science 17(4), pp. 514-524, ?2006

Attention INFORMS

It seems crucial to take a closer look at the issue of of rou the discussions duality versus continuum. When are placed side by side, do they tines and mindfulness support the idea that the two processes are truly separate and distinct and in need of bridges and linkage, or do they support the idea that there is a single continuum of that underlies them with a somewhat arbitrary process cutoff point separating routines from mindfulness? This et al. (1999) note is not a simple question. Hamilton the that it is often the case that a continuum generates as in the case of a dual-process mechanism, appearance in tempera of temperature and a thermostat. Changes ture are a continuum that is rendered into the dichotomy heat-cool by a thermostat. All temperatures above a cut off activate cooling, all temperatures below the cutoff occurs with a activate heating. The same complication such as running and walking, mechanism dual-process which generates the appearance of a continuum. Walking and running are two separate processes (e.g., in walk there is always one foot on the ground, in running ing that is not true) but the output of speed of movement falls along a continuum. In both cases, the output doesn't is under way. Furthermore, the tell you which process same output can come from different combinations of underlying processes. and routine are The question of whether mindfulness a continuum or dual process is significant because the answer affects whether it is conceivable that the two pro or whether cesses can operate simultaneously they are If exclusive and can operate only sequentially. mutually use the same resources, then they can both processes only operate sequentially (e.g., run and walk are mutu If since they use the same equipment). exclusive, ally the two processes use different resources, then they can
operate in parallel and simultaneously. In the case of

by single distinction made and at the other end by infi are placed nite number of distinctions made. Routines toward the single distinction made end of the contin events into uum, as illustrated in the case of normalizing a single interpretation or categorizing events based on their familiarity. As distinctions multiply, people become more aware of the process of distinction making itself, as well as of the variety that is present in the stimuli they less and routines become Singular categories perceive. and less adequate to preserve this variety, which means that categories are rendered less coarse and more refined, and routines are rendered more variable and flexible. As refinement becomes finer and finer, categories and rou tines become less and less distinguishable from simply here and now to what is seen. In other words, liv acting and routines ing amid an infinite number of categories is indistinguishable
categories or routines.

from living nonconceptually

with

no

between

line of thinking suggests an arbitrary distinction More routines and mindfulness. important are that they do not function in parallel, they the suggestions and they are not interre do not occur simultaneously, lated other than by their common activity of distinction This A definition

making.

of mindfulness suggested by Brown and seems compatible with a continuum of dis Ryan (2003) tinction making. Mindfulness involves "enhanced atten or present tion to and awareness of current experience core characteristic of mindfulness has reality.... [A] been awareness as open or receptive and more regular or attention... which may be reflected in a events and experi of ongoing sustained consciousness described ences"

and routines, if novelty and recurrence rely mindfulness on different mechanisms, then mindfulness and routine seems to be can operate simultaneously. Simultaneity the assumption behind the proposal that people need to on autopilot so that simultaneously do activities they can scan the situation attentively for discrepancies. That an arbitrary cutoff imposed on suggestion may mask a single continuum and a spurious notion that parallel effects is possible. That processing with complementary on added credibility in the context of takes possibility recent efforts to enlarge the meaning of routines. Rou and more variable tines now appear to be more mindful and to consume more attention than was first thought. The continuum action that had previously of mindful been masked has now become more difficult to ignore. Is that emerging The fascinating question now becomes: continuum a fiction generated by two distinct processes, or a nonfiction generated by a single process rendered into a dichotomy? that there is a single Our line of argument suggests anchored at one end of distinction making continuum

(Brown and Ryan 2003, pp. 822-823). this definition blends elements of West Interestingly, ern notions of information with Eastern processing "Enhanced attention and aware notions of mindfulness. to "con ness" in Brown and Ryan (2003) correspond and in Eastern thought; "current experience centration" to being attentive in the present reality" correspond 2000, p. 137); "open and to attending that is corresponds and free of self-talk; "ongo calm, quiet, undistracted, to the impermanence and rise ing events" correspond to "events and expe and fall of events; and reference to attention directed rience" (italics added) correspond "momentary present" receptive awareness" (Bodhi and outward toward the external environment, inward toward the internal environment. When we label these similarities as points of correspondence, what we mean is that when people develop Western capabili and when organizations ties of information processing are redesigned to improve information processing, these that the act also lead to greater realization changes may both of conceptualizing with the content with is not itself is flawed. The problem of concepts. The problem instead lies of conceptualizing the meta-issue and the ways in

Weick

and Sutcliffe: and the Quality of Organizational Mindfulness INFORMS 523 Organization Science 17(4), pp. 514-524, ?2006

Attention

which conceptualizing mindfulness. Given happens

can be modified

toward greater

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