Leveraging Complexity in (Educational) Practice – Exploring the Dynamics of Tame And Wild Paradoxes in an Action Learning Program

Rikke Kristine Nielsen*, Mette Mogensen (Member of study group), Thomas Duus Henriksen (Member of study group)

*Corresponding author for this work

Research output: Contribution to conference without publisher/journalConference abstract for conferenceResearchpeer-review

Abstract

To explore how paradox theory-informed development processes may be facilitated in organizational actors and other learners with mutual consideration for wild complexity and tamed, more simplified framing of paradox, this abstract sets the scene for an examination of paradox development work (in education, training, consulting) as a balancing act between tame and wild paradoxes. We will present and discuss the results of an ongoing analysis of facilitation of managers’ paradox work in an action learning program demonstrating how both facilitators and participants engage with paradox using strategies to both “tame” paradoxes (simplification), while at the same time adding of complexity to paradox work (amplification). We will also discuss how both strategies of “taming” and “wilding” may be activated as both enabling and disabling for paradox work in educational practice.
  • Paradox Practice Track: Research-Practice Panel

    Rikke Kristine Nielsen (Panel member), Danielle Bjerre Lyndgaard (Panel member), Garima Sharma (Moderator), Michael Pingel Hansen (Panel member), Natalie Slawinski (Panel member) & Angela Greco (Moderator)

    18 Mar 2022

    Activity: Talks and presentationsTalks and presentations in private or public companies

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