Psychology · Can be integrated into sessions of varying lengths, depending on the complexity of the problem and the depth of analysis required.

Single-Loop and Double-Loop Learning

Argyris and Schön's Single-Loop and Double-Loop Learning framework describes two distinct approaches to problem-solving and learning. Single-loop learning focuses on correcting errors within existing frameworks, while double-loop learning involves questioning and modifying the underlying assumptions and values that drive those frameworks.

When to use Single-Loop and Double-Loop Learning

This framework is most effective in situations where problems are complex, solutions are not readily apparent, and fundamental change is required. It can be applied in strategic planning sessions, organizational development initiatives, and innovation workshops.

How Single-Loop and Double-Loop Learning works

Facilitators can use this framework to encourage participants to move beyond surface-level problem-solving and engage in deeper critical thinking. Activities can be designed to challenge existing assumptions, explore alternative perspectives, and promote innovative solutions.

Phases of Single-Loop and Double-Loop Learning

  1. Governing Variables: The values, goals and assumptions that drive how people act, often unspoken. In a session, the facilitator helps the group make these visible, for example the rules or beliefs behind a recurring problem.
  2. Action Strategies: The plans and techniques people use to meet their governing variables. The group describes what it actually did in a real situation, not what it intended to do.
  3. Consequences: The intended and unintended results of those actions. Participants compare outcomes with expectations and identify where there is a mismatch or error.
  4. Single-Loop Learning: Correcting the error by changing the action strategy while leaving goals and assumptions untouched, like a thermostat adjusting heat. The group asks 'how can we do this better?' and adjusts methods.
  5. Double-Loop Learning: Correcting the error by questioning and changing the governing variables themselves. The group asks 'why do we do it this way at all?', surfaces assumptions and agrees which to revise.

Key principles

  • Error detection and correction
  • Questioning underlying assumptions and values
  • Critical thinking and reflection
  • Continuous improvement and innovation

Best for

  • Promoting critical thinking
  • Encouraging innovation
  • Facilitating organizational change
  • Developing adaptive capacity

Considerations

  • Requires a willingness to challenge the status quo
  • Can be uncomfortable for individuals who prefer routine and predictability
  • Facilitator needs to be skilled in guiding critical inquiry and facilitating constructive dialogue

Attribution & sources

Developed by Chris Argyris and Donald Schön, 1978

Primary source

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