Learning and Being: Outcomes of a Class on Spirituality in Work

Abstract

This article presents the process and outcomes of a participatively structured class on spirituality in work. The authors’ spiritual diversity led them to create a distinction between spirituality “in” and “of ” work, an inclusive definition of spirituality and work, and a position against organizational imposition of spiritual values. Their discussions led them to outline a number of things at the individual and collective level that could be included in management classes or organizational consultation.

Empirical Research In Management, Spirituality & Religion During Its Founding Years

“…These articles discuss the basics of MSR's definitions and constructs (e.g., Freshman, 1999), and suggest basic measurement techniques (e.g., Ashmos and Duchon, 2000). Group 2 appears to be the conceptual home for work that examines spirituality in higher education (Haroutiounian, Ghavam, Gomez, Ivshin, Phelan, Freshman, Griffin and Lindsay, 2000, Moreton and Newsom, 2004, Rutherford, 2002. These articles also reflect on the manager's job and how the emergence of spirituality in the workplace might influence their real, as opposed to theorized or imagined, duties and responsibilities (e.g., Lips-Wiersma and Mills, 2002).…”

Manager Perspectives on Embedding Workplace Spirituality into the Business Curriculum: Bridging the Gap

“…Some literature has also explored the relationship between spiritual values and business ethics (Cavanagh & Bandsuch, ; Fornaciari & Lund Dean, ; Giacalone, ; Giacalone & Thompson, ; Gotsis & Kortezi, ). Still others consider the potential for transcendence, bliss, joy, and connectedness by bringing spiritual perspectives to the workplace rather than viewing work as an activity for which the employee is paid (Giacalone & Jurkiewicz, ; Haroutiounian et al, ).…”

“…Despite an abundance of publications focused on defining and debating spirituality (Cavanagh, ; Fornaciari & Lund Dean, ; Lips‐Wiersma, ; Long & Mills, ; Miller & Ewest, ), no real consensus has emerged across major operational definitions (Banyhamdan et al, ; Miller & Ewest, ) perhaps because of the variety of ways in which individuals bring meaning to it (Barnett et al, ; Haroutiounian et al, ; Miller & Ewest, ). Indeed, Fornaciari and Lund Dean () suggest that multiple works on defining spirituality can overwhelm the scholar who becomes “bogged down” (p. 319) by constant reinvention of the wheel.…”

“…Publications about the implications of workplace spirituality in business schools appear to be increasing (Karakas, ; Manz et al, ) a trend, according to Vaill () and Barnett et al (), that was less observable in the 1990s. Contributions from management scholars are extensive (see Bento, ; Bugenhagen, ; Cavanagh, ; Crossman, ; Delbecq, ; Fornaciari & Lund Dean, ; Giacalone & Thompson, ; Grzeda & Assogbavi, ; Harlos, ; Haroutiounian et al, ; Karakas, ; Kernochan, McCormick, & White, ; Lips‐Wiersma, ; Lund Dean & Fornaciari, ; McCormick, ; Narayanswamy, ; Waddock & Lozano, ). It is those educators who have identified a need to prepare future professionals, in Speck's () view, who have been at the vanguard of workplace spirituality literature.…”

“…Some scholars believe that developing a capacity for reflection, as a neglected, yet important, part of learning for management students (Kernochan et al, ; Palmer, ; Pielstick, ) will play a part in planning the how . Manz et al () suggest that creating inclusive classroom environments is another challenging aspect of facilitating learning about workplace spirituality and will, according to Harlos () involve educators acknowledging that they do not have all the answers and relinquishing some power and authority in their classrooms (Haroutiounian et al, ).…”