Paradoxes in work-related learning—and how they are perceived by practitioners

Abstract This article in the journal “Gruppe. Interaktion. Organisation (GIO)” theoretically and empirically examines potential paradoxes in work-related learning. Organizations are full of paradoxical situations that also affect work-related learning. Based on three forms of work-related learning (i.e., formal, informal, and self-regulated learning) and three learning-relevant dimensions of organizational goal conflicts (i.e., stability vs. change, exploration vs. exploitation, and short-term vs. long-term), nine work-related learning tensions are described that can lead to paradoxical situations. Using survey data of 113 experts from the field, these tensions were evaluated according to their frequency in everyday organizational life and their perceived contradictory nature. The findings show that there are many frequently occurring but less contradictory tensions and some very contradictory but rarely occurring tensions. Implications of the results are discussed.