Chris Argyris (2001) offers the following important distinction:
“. . . learning occurs in two forms: single-loop and double-loop. Single-loop learning asks a one-dimensional question to elicit a one-dimensional answer. My favorite example is a thermostat, which measures ambient temperature against a standard setting and turns the heat source on or off accordingly. The whole transaction is binary.”
Double-loop learning takes an additional step or, more often than not, several additional steps. It turns the question back on the questioner. It asks what the media call follow-ups. In the case of the thermostat, for instance, double-loop learning would wonder whether the current setting was actually the most effective temperature at which to keep the room and, if so, whether the present heat source was the most effective means of achieving it. A double-loop process might also ask why the current setting was chosen in the first place. In other words, double-loop learning asks questions not only about objective facts but also about the reasons and motives behind those facts.
The challenge is that users of information want the message they receive to be single loop in nature. They want simplicity, clarity, calm and consistency (the opposite of VUCA-Plus). They also want their leader or an expert to tell them that they need to do more or do less of what they are already doing—rather than something new and different. Unfortunately, a large portion of truly valid and useful advice coming from health care leaders requires that the recipient of this advice do something different (double loop) rather than more of the same (single loop).
As Argyris and Schön (1974, 1978) have repeatedly shown, this type of learning is difficult to achieve and is often associated with equally-as-challenging double loop change. The second level of learning and change often requires broad-based support from those leading and working in the organization. This collective support is based on a dynamic associated with organization character and culture. A Learning Organization must be created and sustained.
The Learning Organization: As the name implies, an emphasis is placed in this organization on collective learning. Mistakes will inevitably occur in a VUCA-Plus world. We can’t avoid making mistakes. The key goal in a learning organization is to not make the same mistake a second or third time. We might not be able to live without mistakes—especially if our organization is seeking to be agile and creative. However, we can learn from our mistakes. If there is no learning from mistakes, then a “stupid” organization has been created. Mistakes are repeated. Nothing is learned from history.
We wish to move beyond Argyris and Schön at this point by taking a more appreciative perspective. In a learning organization, we can learn not just from our mistakes but also from our successes. It is not enough to celebrate when we happen to get it right in spite of uncertainty. In addition to celebration, we must reflect on what has occurred that produced successful outcomes. In other words, we should “catch them [us] when they [we] are doing it right!”
