- Oxford Library of Psychology
- Oxford Library of Psychology
- About the Editors
- Foreword: The Abundant Organization
- Oxford Handbook of Positive Psychology and Work
- Finding the Positive in the World of Work
- The Changing World of Work
- Generation Me and the Changing World of Work
- What is Authentic Leadership Development?
- Enablers of a Positive Strategy: Positively Deviant Leadership
- Change and Its Leadership: The Role of Positive Emotions
- Working Positively Toward Transformative Cooperation
- Strengths: Your Leading Edge
- Toward a Positive Psychology for Leaders
- Employee Engagement and the Psychology of Joining, Staying in, and Leaving Organizations
- Work as Meaning: Individual and Organizational Benefits of Engaging in Meaningful Work
- More than Meets the Eye: The Role of Employee Well-Being in Organizational Research
- Positive Engagement: From Employee Engagement to Workplace Happiness
- Using Coaching and Positive Psychology to Promote a Flourishing Workforce: A Model of Goal-Striving and Mental Health
- Mindfulness at Work: Paying Attention to Enhance Well-Being and Performance
- Work-Life Balance: The Roles of Work-Family Conflict and Work-Family Facilitation
- Strengths Development in the Workplace
- Strengths of Character and Work
- Dream Teams: A Positive Psychology of Team Working
- Positive Organizational Scholarship Leaps into the World of Work
- Look Before You Leap or Dive Right In? The Use of Moral Courage in Response to Workplace Bullying
- An Integrated Model of Psychological Capital in the Workplace
- Building the Positive Workplace: A Preliminary Report from the Field
- Good for What? The Young Worker in a Global Age
- What's Wrong with Being Positive?
- Building Positive Organizations
Abstract and Keywords
Society needs high-quality work. The nature of quality and the nature of work have changed in our highly technological, post-industrial society. Individuals, in particular young adults, are experiencing crises of identity just as they are entering the workforce for the first time. Rather than focus on what has gone wrong in society, in our research we have searched for exemplars of work that qualifies as “good”: work that is excellent, ethical, and personally meaningful. We articulate conditions that encourage good work, explain and learn from disparities between young and older workers, and reveal how the nature of responsibility may change over time. Taking what we have learned over a decade of research from these exemplary individuals, we apply these learnings to classrooms and other educational settings, ultimately, to foster a greater incidence of good work. Finally, we suggest particular directions for future research and practice to address the unique challenges faced by young people at this point in history.
Lynn Barendsen, Harvard Graduate School of Education, Harvard University
Howard Gardner, Harvard Graduate School of Education, Harvard University.
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