From individual to collective qualities of attention in dynamic work settings: learning barriers to development of collective mindful attention

In dynamic work settings, developing a collective mindful attention is crucial but challenging. It can be achieved through learning. However, the relationships between mindful attention and learning are complex and recursive. Mindful attention is both the prerequisite and the outcome of learning.

Based on a single case study of a cement plant, an inductive model was built to clarify these relationships and highlights three learning barriers.

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