As stated in my last blog, action learning has real implications in the leadership field. In that post, we explored one of the action learning theories known as single-loop learning. In single-loop learning, individuals, teams and organizations attempt to apply solutions to a problem without questioning the substance of the problem; therefore they are limited to searching for solutions within their established paradigm. If you recall, this has been equated to a thermostat that only has a single function and no ability to change. While the single-loop learning model has its uses, I’d like to introduce a contrasting theory called the double-loop learning model.
Chris Argyris describes double-loop learning as a theory that combines learning with one’s views and perspective. In other words, double-loop learning provides a conduit for the act of asking about the “why” that underlies the “what.” This method allows individuals, teams and organizations to think and act differently because it disregards the constraints of the present problem, examines the underlying assumptions of the problem, allows for fundamental changes and then identifies new problems to be solved. The underlying aim of double-loop learning is to help people produce valid information, make informed choices and internally commit to the choices being made. In other words, double-loop learning challenges one’s assumptions so the best decision possible can be made. In Argyris’ book, Increasing Leadership Effectiveness, he speaks of a manager who believes his subordinates are dependent and require guidance. As a result, this manager provides challenges that elicit dependent outcomes. In other words, the manager is acting out a self-fulfilling prophecy. Double-loop learning would challenge that manager’s assumptions to find a solution that uses resources more effectively. The power of double-loop learning is derived from gathering reliable information, taking competent action, accepting personal responsibility and continued monitoring of the decision-making process. The goal of double-loop learning is to eliminate error while finding a correct solution through trial and error. Learning occurs once knowledge has been obtained while solving a suspected problem. Suppose you are developing an aircraft engine and having some difficulty bringing the engine into production. Instead of diagnosing what error to fix to get the aircraft engine into production (single-loop learning), you question why you are making the aircraft engine in the first place and challenge the underlying organizational objectives and policies. (double-loop learning). This learning comes from trying to not just fix problems but understanding the underlying objectives and policies to ensure the best decision is being made.
While double-loop learning has potential benefits for an organization, Argyris admits that double-loop learning is difficult to implement. He further contends that it is difficult for organizations and executives to embrace double-loop learning when contending with single-loop thinking within an organization. As an analogy, Argyris is saying you can’t teach an old dog new tricks. Does this mean that double-loop learning does not exist in organizations? Does this mean that your organization cannot become a double-loop organization? Not necessarily. However, your organization may require a significant or complete culture and paradigm shift to adopt double-loop learning – a goal that can be difficult to achieve. Buy-in and commitment from every individual in an organization is needed to change from a single-loop to a double-loop organization. Next time, we will take our discussion beyond single-loop and double-loop learning to explore the transitional model – yet another theory that can be used to improve and impact organizations in powerful ways.
This posting is dedicated to the memory of Chris Argyris (July 16, 1923 – November 16, 2013).
