The following website provides different insights into motivation in the workplace setting.
This site also has an alphabetical index of information on other workplace attributes.
This site gives a comprehensive definition and brief discussion of ‘Consciousness and Intentionality’:
‘To say one has an experience that is conscious (in the phenomenal sense) is to say that one is in a state of its seeming to one some way. In another formulation, to say experience is conscious is to say that there is something it's like for one to have it.’
‘Feeling pain and sensing colors are common illustrations of phenomenally conscious states. Consciousness has also been taken to consist in the monitoring of one's own states of mind (e.g., by forming thoughts about them, or by somehow "sensing" them), or else in the accessability of information to one's capacities for rational control or self-report. Intentionality has to do with the directedness or aboutness of mental states -- the fact that, for example, one's thinking is of or about something. Intentionality includes, and is sometimes taken to be equivalent to, what is called ‘mental representation’.’
‘It can seem that consciousness and intentionality pervade mental life -- perhaps one or both somehow constitute what it is to have a mind. But achieving an articulate general understanding of either consciousness or intentionality presents an enormous challenge, part of which lies in figuring out how the two are related. Is one in some sense derived from or dependent on the other? Or are they perhaps quite independent and separate aspects of mind?’
Parts 1 & 2 provide a more in-depth discussion of Consciousness and Intentionality.
This discussion looks at increasing Self-awareness and developing knowledge through action learning in the workplace. Briefly:
‘Action learning has been adopted in the workplace as a viable approach to experiential management education and development and an important element of a training and development strategy (Vince and Martin 1993). It involves the members of an organization in group situations with the goal of helping each group member learn through the process of finding solutions to their own problems. Through this process, learners increase their self-awareness and develop new knowledge, attitudes, behaviors, and skills for making changes and redefining their roles within new contexts (Williams 1992).’
‘The properties of action learning clarify its relevance to workplace learning (Beaty et al. 1993). Learning is based on the solution of real problems. Learning occurs with and from others who are also engaged in managing real problems. Members of the group are responsible for solving their own problems, unlike those on a project team or task force. Members of the group are concerned with implementing actions, moving beyond the stages of analysis and recommendation.’
This gives a comprehensive overview of the workplace as a site for the development of core competencies that underpin Flexibility, Adaptability and Transferability. Briefly:
‘The interest in core competences arises from recognition that the occupational demands of the modern workplace can no longer be met through specialised occupational knowledge and skills alone. Workers within a post-Fordist industrial structure require a set of core skills or competences which do not become outdated and which underpin flexibility, adaptability and transferability.’