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One of the most significant management challenges in modern
companies and organizations is dealing with unavoidable, complex
paradoxes. Today’s world is multidimensional, multipolar, and
multipurpose, and increasingly, classic management challenges such
as leadership vs. management; exploitation vs. exploration, virtual
vs. physical presence, economic sustainability vs. environmental
sustainability, localization vs. globalization, etc. assume the
characteristics of paradoxes rather than problems or dilemmas.
Leadership of paradox is not about making a decision once and for
all or prioritizing tough trade-offs, but about navigating between
opposing considerations. Navigating Leadership Paradox argues that
academic knowledge pools can support leaders’ decision-making and
sense-making in organizations and navigating paradoxes. The book
outlines a practical pathway for management leaders and
professionals for steering through paradox using 5 phases, 10
paradoxes, 15 tools, 20 cases, and 25 learning points. It
delineates how to identify a paradox by assessing the nature of
your challenge and discusses the appropriate courses of action
individually as well in collaboration with other stakeholders. It
also gives inspiration and advice for professional helpers
assisting others in navigating paradox as part of organizational
development or other educational purposes. This book will be
essential reading for practitioners and academicians in the fields
of leadership paradox, complexity management, change management,
leadership dilemmas and organizational paradox.
Learning games are often considered a very innovative approach for
facilitating organizational development and adult learning
processes. Unfortunately, the use and development of such games
tend to rely on very traditional pedagogical principles; that
learning games should be fun, make a vast academic content
available and present it in a realistic manner. To revitalize
learning games as innovative tools, a study of the EIS Simulation
is presented to critically readdress the learning process of such
games, concluding that to be truly innovative, learning games
should try to break with those traditions. From a
post-structuralist approach to science, a comprehensive and
exhaustive review on learning game literature is presented. This
theoretical approach is complimented by a qualitative, empirical
study of the EIS Simulation, using a labographic methodology to
readdress the underlying questions on learning games and how to
incite participation in learning games, how to use games for
creating learning processes with adults, and how such game-based
experiences are to be understood by its participants to promote
learning.
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