Double-loop learning: Difference between revisions

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Revision as of 18:36, 24 October 2019

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== Concept ==

Double-loop learning is contrasted with "single-loop learning": the repeated attempt at the same problem, with no variation of method and without ever questioning the goal. [[PhilChris HowardArgyris]] described the distinction between single-loop and double-loop learning using the following analogy:

{{Quote|text=[A] Athermostat binarythat choiceautomatically (I/Oturns oron On/Off)the heat whenever the temperature in a room drops below 68°F is a good example of single-loop learning. ByA abstractingthermostat tothat acould higherask, level"why thanam dichotomy,I set to 68°F?" and analyzingthen explore whether or not onlysome aother binarytemperature choice,might butmore anothereconomically dimensionachieve ofthe learninggoal (i.e.of (left/rightheating orthe up/down)room would onebe engagesengaged in double-loop learning.|author=[[PhilChris HowardArgyris]] |source='A'Teaching reviewSmart ofPeople learningHow To Learn''<ref name="c-argyris-learning"/>{{rp|99}}}}

Double-loop learning is used when it is necessary to change the mental model on which a decision depends. Unlike single loops, this model includes a shift in understanding, from simple and static to broader and more dynamic, such as taking into account the changes in the surroundings and the need for expression changes in mental models.<ref>{{cite book |author=Mildeova, S., Vojtko V. |title=Systémová dynamika |year=2003 |isbn=978-80-245-0626-5 |publisher=Oeconomica |___location=Prague |pages=19–24 |language=Czech}}</ref> It is required if the problem or mismatch that starts the organizational learning process cannot be addressed by small adjustments because it involves the organization's governing variables.<ref>{{Cite book|title=HRD and Learning Organisations in Europe|series=Routledge studies in human resource development|volume=3|editor1-last=Horst|editor1-first=Hilde ter|editor2-last=Mulder|editor2-first=Martin|editor3-last=Sambrook|editor3-first=Sally|editor4-last=Scheerens|editor4-first=Jaap|editor5-last=Stewart|editor5-first=Jim|editor6-last=Tjepkema|editor6-first=Saskia|publisher=Routledge|year=2002|isbn=0415277884|oclc=49350862|___location=London; New York|page=8}}</ref> Organizational learning in such cases occurs when the diagnosis and intervention produce changes in the underlying policies, assumptions, and goals.<ref>{{Cite book|title=Managing Conflict in Organizations|last=Rahim|first=M. Afzalur|publisher=Quorum Books|year=2001|edition=3|isbn=1567202624|oclc=45791568|___location=Westport, CT|page=64}}</ref> According to Chris Argyris, however, many organizations resist double-loop learning due to a number of variables such as resistance to change, fear of failure, and overemphasis on control.<ref>{{Cite book|title=Understanding College and University Organization: Theories for Effective Policy and Practice|last=Bess|first=James L.|last2=Dee|first2=Jay R.|date=2008|publisher=Stylus Publishing|volume=2|isbn=9781579227746|oclc=73926579|page=[https://books.google.com/books?id=tZMzH9ALvtsC&pg=PA676 676]|language=en}}</ref>

<gallery caption="Reference models I and II" widths="280px" heights="280px" align="center">