Articlegreen2017

Co-generation of societally impactful knowledge in Change Laboratories

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Appreciative Inquiry and Organizational Change Organizational Change and Leadership Organizational Learning and Leadership

Abstract

Formative interventions and the specific method of the Change Laboratory (CL) are presented as examples of intervention research that generates actionable and societally impactful knowledge. In contrast with stabilization knowledge that fixates phenomena into static categories, actionable knowledge is understood here as collaborative and generative possibility knowledge intertwined with transformative action. The article asks what can be learned from the different ways the epistemological principles behind formative interventions are implemented in different CLs. Three CL interventions are analyzed. The analysis is summarized with the help of a grid covering the key characteristics of formative interventions: contradictions, conflicts of motives, double stimulation, zone of proximal development, germ cells and emerging concepts. Comparison of the three cases shows that understanding the specific historical stage of the development of contradictions in a given organization is of foundational importance. In transformations induced by CLs, contradiction and conflict may be seen as acute push and the future-oriented concept as gradually emerging pull, with the change actions of the local practitioners in the middle. Constructing a germ cell and eventually an expanded concrete concept based on it are the most demanding challenges for CL interventions.

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References

1978Activity, consciousness, and personality 2007Engaged Scholarship 2011From design experiments to formative interventions 2011Discursive manifestations of contradictions in organizational change efforts 1997The collected works of L. S. Vygotsky, Vol. 4: The history of the development of higher mental functions.2008The Dialectics of the Abstract and the Concrete in Marx's Capital 1999Activity Theory and Social Practice Cultural-Historical Approaches 2015The principle of double stimulation: A path to volitional action

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