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PurposeThe study's objective was to examine whether and how mindfulness training and practice might impact indicators of three capacities identified as critical for leading in the twenty-first century: resilience, leading in complex contexts and collaboration.Design/methodology/approachWe conducted a non-randomised wait-list controlled study with 57 senior leaders (81 per cent female) who undertook an eight-week “Mindful Leader” programme.FindingsOur findings suggest the programme was effective in developing leaders in terms of their mindfulness, resilience and self-perceived leadership competencies such as collaboration and agility in complex situations. The amount of mindfulness practice the leaders undertook was associated with improvements in mindfulness, resilience and collaboration. Furthermore, participants reported that the programme was beneficial for them as leaders and that the training format was feasible. However, objective measures of cognitive functioning and leadership competence did not improve significantly within the mindfulness intervention group.Practical implicationsMindfulness practice may be a promising and effective method for leader development. Our results suggest that mindfulness can be learnt and developed by executive leaders, as long as they practice for at least 10 min per day.Originality/valueThis is the first study to investigate how resilience, leading in complex contexts and collaboration can be developed through mindfulness training.

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The objective of the study was to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body's autonomic nervous system response. We also aimed to determine whether increase in autonomic arousal would be related to learning, and/or moderated by personality variables. Design/methodology/approach The research used heart rate monitors to measure heart rate continuously over a two-day simulated learning experience. This was used to calculate autonomic arousal which was taken to be the difference between resting heart rate measured during sleep (HR) and HR during critical incidents (∆HR). We correlated this with selfreports of learning immediately after, and one month after, the programme to assess the impact of autonomic arousal on perceived learning, as well as with variety of psychometric measures. Findings The research found significant correlations between (∆HR) during critical incidents and perceived learning which were not related to personality type. The research also found a significant correlation between (∆HR) and learning during a control event for individuals with 'approach' personalities. Research limitations Whilst a significant result was found, the sample size of 28 was small. The research also did not empirically assess the valence or intensity of the emotions experienced, and used only a self-report measure of learning. Future research should replicate the findings with a larger sample size, attempt to measure these emotional dimensions, as well as obtain perceptions of learning from direct reports and line managers. Originality / value The research extends the literature regarding the value of learning through experience, the role of autonomic arousal on learning, and the impact of negative emotions on cognition. The research makes a unique contribution by exploring the impact of experience on arousal and learning in a simulated learning experience and over time, by demonstrating that simulated experiences induce emotional and physiological responses, and that these experiences are associated with increased learning.

This study evaluated the effectiveness of a senior leader at an international institution of higher education in the United