Theories of Action (Espoused Theory vs. Theory-in-Use)

When to use Theories of Action (Espoused Theory vs. Theory-in-Use)

This framework is particularly useful in situations where there is a lack of trust, communication breakdowns, or resistance to change. It can also be applied in leadership development programs, team-building exercises, and conflict resolution workshops.

How Theories of Action (Espoused Theory vs. Theory-in-Use) works

Facilitators can use this framework to encourage participants to examine their own behaviors and assumptions, fostering self-awareness and promoting more effective communication and collaboration. Activities can be designed to uncover discrepancies between espoused theories and theories-in-use, leading to constructive dialogue and behavioral change.

Phases of Theories of Action (Espoused Theory vs. Theory-in-Use)

1. Espoused theory: What people say guides their actions, the values and methods they claim when asked. In a session, participants write down how they believe they handle a difficult situation.
2. Theory-in-use: What actually guides behaviour, inferred from what people do, not from what they say. Participants reconstruct a real case, often in a two-column exercise of what was said and what was thought.
3. Governing variables: The values and conditions a person tries to keep within acceptable limits, such as staying in control or avoiding embarrassment. The facilitator helps the group name the variables that drove behaviour in the case.
4. Action strategies: The moves people make to keep governing variables in range. Participants identify their typical strategies, such as advocating without inquiring or easing in.
5. Consequences: The intended and unintended results of the action strategies, for self, others and learning. The group compares consequences with espoused goals to expose the gap.
6. Single-loop and double-loop learning: Single-loop learning changes the action strategy; double-loop learning questions the governing variables themselves. The facilitator closes by asking which assumptions, not just which actions, need to change.

Key principles

• Awareness of the gap between espoused theory and theory-in-use
• Reflection on one's own behavior and assumptions
• Open communication and feedback
• Alignment of intentions with actions

Best for

• Improving self-awareness
• Enhancing communication skills
• Promoting behavioral change
• Building trust and collaboration

Considerations

• Requires a safe and supportive environment for participants to be honest about their behaviors
• Can be challenging for individuals to confront their own inconsistencies
• Facilitator needs to be skilled in guiding reflective conversations

Attribution & sources

Developed by Chris Argyris and Donald Schön, 1974

Primary source

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