Guided mindfulness: A Self-regulatory approach to experiential learning of complex skills

Richard L. Griffith, Lisa A. Steelman, Jessica L. Wildman, Chelsea A. LeNoble, Zhiqing E. Zhou

Research output: Contribution to journalArticlepeer-review


Organisational changes have created the need for continuous learning environments and facilitated experiential learning for complex skill acquisition. Experiential learning is the process of acquiring knowledge and skills from challenging situations through focused attention and reflection. For instance, many organisations place employees in challenging or developmental job assignments in the hope that the employee will learn something from the experience and transfer that learning to other situations. Unfortunately, there are many drawbacks to letting people learn complex skills ‘in the wild.’ Based on established theories of mindfulness and self-regulation, this article proposes an individualised learning approach called Guided Mindfulness to structure and guide experiential learning.

Original languageEnglish (US)
Pages (from-to)147-166
Number of pages20
JournalTheoretical Issues in Ergonomics Science
Issue number2
StatePublished - Mar 4 2017
Externally publishedYes


  • augmented cognition
  • experiential learning
  • Guided Mindfulness
  • reflection
  • self-regulation

ASJC Scopus subject areas

  • Human Factors and Ergonomics


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