Double loop learning in Organization

There are two types of organizational learning, Single loop learning, and Double loop learning. It is a
process of detecting and correcting errors in the organization.
We know that Single loop learning is solving problems and correcting errors by the following rules
and operating norms. When the error is detected and corrected empowers the organization to carry on
its present policies or achieve its present objectives then that error and correction process is single
loop learning. Single loop learning is like a thermostat, it can receive information and take corrective
action.
On the other hand Double-loop learning will lead to a deeper understanding of our assumptions and
better decision-making in our day-to-day operations. We must also note that double-loop learning
leads to organizational learning. This is very important because organizational learning is one of the
most important factors today. Without organizational learning, we are in serious trouble. Double loop
learning occurs when an error is detected and corrected in ways that include modification of the basic
standards of the organization, policies, and objectives. In other words, we can say that single loop
learning appears to be present when there are goals, values, frameworks and to a large extent
strategies are taken for granted, and double loop learning in a contest involves questioning the role of
the framing and learning system which underlie actual goals and strategies. However, in the case of
double-loop learning, norms are perceived in transition. They cannot be taken for granted and used as
criteria for learning new leadership strategies. “Good dialogue is not a matter of smoothness of
operation or elimination of error. On the contrary, its goodness is inherent in the ways in which error
is continually interpreted and corrected, incompatibility and incongruity are continually engaged, and
conflict is continually confronted and resolved.” (Argyris & Schon, pg. 146).
According to the theory of Chris Argyris, intervention research was to explore how organizations can
increase their capacity that the double loop learning is necessary if organization are to make informed
decisions in rapidly changing and often uncertain contexts. The next step that Chris Argyris explain
with the help of theory is two model analysis that describes the feature of theories.
According to model 1, it involves “making inferences about another”. Conduct of a person without
checking whether they are valid defending one’s own opinion abstractly without explanation or
illustrating his reasoning. Chris Argyris looks to move people from model 1 to model 2 he suggests
that the feature of model 2 include the ability to call upon good quality data and to make inferences. It
looks to include the views and experiences of participants rather than seeking to impose a view upon
the situation.
First, we can say that the results of successful dual-loop learning and the dialogue process that
accompanies it can be worth the challenge. This kind of questioning can lead to experimenting with
new suggestions and new actions, which in turn can lead to more new suggestions and actions as you
learn to lead. Double-loop learning allows educator to create opportunities and opportunities for
people to understand the need to rethink why they lead and how they lead.
Second, it is assumed that ‘good’ learning ‘takes place in a climate of openness where political
behavior is minimized’ Third, I think we need to follow the models like Model I and Model II
approach which state that, all organizations require single-loop and double-loop learning. It is said
that organizations should try to decompose two-loop problems into single-loop problems because
single-loop problems are easier to manage. This is because single-loop learning is suitable for routine,
repetitive problems that help us do our daily work, while double-loop learning is more relevant for
complex problems.

References
 Argyris, M. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness,
San Francisco: Jossey-Bass. Landmark statement of 'double-loop' learning' and distinction
between espoused theory and theory-in-action.
 Anderson, L. (1997) Argyris and Schön's theory on congruence and learning [Online].
Available at http://www.scu.edu.au/schools/sawd/arr/argyris.html
 Argyris, C. (1993). Knowledge for Action: A Guides to Overcoming Barriers to
Organizational Change. San Francisco: Jossey-Bass Publishers.

 Argyris, C. & Schon, D. (1978). Organizational Learning: A Theory of Action Perspective.

Reading, Massachusetts: Addison-Wesley Publishing Co.

 Argyris, C. (1970) Intervention Theory and Method: A behavioral science view,Reading,

Mass.: Addison Wesley.