SAFILT Underpinning Learning Theories: Double Loop Learning (Chris Argyris)

Overview:
Argyris’ (1996) development of the double loop learning theory was based in the idea that learning is about changing assumptions and underlying values. The main thrust of the theory is to do with the solving of problems that are both complex and ill structured. As the problem solving process advances the nature of the learning changes with it.

An important aspect of the theory is the distinction between what an individual says they do and what they actually do. Creating congruence is a primary concern of double loop learning. Typically, interaction with others is necessary to identify the conflict.

This sifting out of espoused theory (saying what is done) and theory in use (what is actually done) can be a valuable tool in the way in which clinical scenarios and debriefing can be constructed. In principle, foundation year doctors may know what to do clinically in a given situation, but when various pressures are added in to the situation their ability to practice can be compromised. Their peers looking in from the sidelines have the upper hand of no pressure, so have the benefit of time and space to develop a strategy. This is where the incongruence of knowing how to act but acting differently – for all the challenging reasons – comes into play as a learning tool:

In what ways can these two phenomena be brought together so that they become congruent? In effect, the debrief offers the opportunity to develop a microcosm of how the bridging of the theory/practice gap can be achieved. And to be most successful it involves the interaction of others (in this case peers and expert facilitators) to maximize its potential.

Below is a diagram that illustrates the difference between a theory of single loop learning from double loop learning. Single loop learning is fundamentally about adaptation to correct errors; double loop learning is proposed to be generative and to enable new ways of thinking and doing. Because this theory has been developed primarily for organizational development, the third cycle suggests the approach creates an environment for learning about learning and the way in which an organization alters its world view as a result. However, if learners are beginning to use double loop learning effectively this could have potential to alter policy and practice through collaboration if used effectively.

There are four basic steps in the action theory learning process: (1) discovery of espoused and theory-in-use (what is said and what is done), (2) invention of new meanings (symbolic), (3) production of new actions, and (4) generalization of results (increased learning). Double loop learning involves applying each of these steps to itself. In double loop learning, assumptions underlying current views are questioned and hypotheses about behavior tested publically. The end result of double loop learning should be increased effectiveness in decision-making and better acceptance of failures and mistakes.

Principles:

Effective problem-solving about interpersonal or technical issues requires frequent public testing (discussion) of theories-in-use. In other words, what is going on in a situation that can be theorized upon and generate new learning?
Double loop learning requires learning situations in which learners can examine and experiment with their theories of action. Effective debriefing is an excellent forum for examination and experimentation of why learners choose to do things in the way that they do and to learn from each other.

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References/Reading:
Argyris (1997) Learning and teaching: A theory of action perspective. Journal of Management Education, 21(1), 9-27
Argyris, C. (1993). On Organizational Learning. Cambridge, MA: Blackwell.
Argyris, C. (1993). Knowledge for Action. San Francisco: Jossey-Bass.
Argyris C. (1985) Making knowledge more relevant to practice: Maps for action. In E. E. Lawler III, A. M. Mohrman, Jr., S. A. Mohrman, G. E. Ledford, Jr., T. G. Cummings, & Associates (Eds.), Doing research that is useful for theory and practice (pp. 79-106). San Francisco: Jossey-Bass Inc
Argyris, C. (1976). Increasing Leadership Effectiveness. New York: Wiley
Argyris, C. & Schon, D. (1974). Theory in Practice. San Francisco: Jossey-Bass.
A bibliography of Argyris’ work can be found at http://www.actionscience.com/argbib.htm
Photograph attributed to http://www.users.globalnet.co.uk/~infed/ohps/thinkers/argyris-picture.htm
Diagram attributed to xjent03 under a creative commons attribution share alike licence. Source: http://commons.wikimedia.org/wiki/File:Smycka3eng.png