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Double-loop learning
Double-loop learning
Double-loop learning
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The concept of double-loop learning was introduced by Chris Argyris in the 1970s. Double-loop learning entails the modification of goals or decision-making rules in the light of experience. In double-loop learning, individuals or organizations not only correct errors based on existing rules or assumptions (which is known as single-loop learning), but also question and modify the underlying assumptions, goals, and norms that led to those actions. The first loop uses the goals or decision-making rules, the second loop enables their modification, hence "double-loop". Double-loop learning recognises that the way a problem is defined and solved can be a source of the problem.[1] This type of learning can be useful in organizational learning since it can drive creativity and innovation, going beyond adapting to change to anticipating or being ahead of change.[2]

Concept

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Double-loop learning is contrasted with "single-loop learning": the repeated attempt at the same issue, with no variation of method and without ever questioning the goal. Chris Argyris described the distinction between single-loop and double-loop learning using the following analogy:

[A] thermostat that automatically turns on the heat whenever the temperature in a room drops below 69°F is a good example of single-loop learning. A thermostat that could ask, "why am I set to 69°F?" and then explore whether or not some other temperature might more economically achieve the goal of heating the room would be engaged in double-loop learning

— Chris Argyris, Teaching Smart People How To Learn[1]: 99 

Double-loop learning is used when it is necessary to change the mental model on which a decision depends. Unlike single loops, this model includes a shift in understanding, from simple and static to broader and more dynamic, such as taking into account the changes in the surroundings and the need for expression changes in mental models.[3] It is required if the problem or mismatch that starts the organizational learning process cannot be addressed by small adjustments because it involves the organization's governing variables.[4] Organizational learning in such cases occurs when the diagnosis and intervention produce changes in the underlying policies, assumptions, and goals.[5] According to Argyris, many organizations resist double-loop learning due to a number of variables such as resistance to change, fear of failure, and overemphasis on control.[6]

  • Reference models I and II
  • Single-loop learning
    Single-loop learning
  • Double-loop learning
    Double-loop learning

Historical precursors

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A Behavioral Theory of the Firm (1963) describes how organizations learn, using (what would now be described as) double-loop learning:

An organization ... changes its behavior in response to short-run feedback from the environment according to some fairly well-defined rules. It changes rules in response to longer-run feedback according to more general rules, and so on.

— Richard Cyert and James G. March, A Behavioural Theory of the Firm[7][8]

In a 2019 article, Geoffrey Sloan said that the double-loop learning framework can be used to understand how the Western Approaches Tactical Unit (WATU) of the Royal Navy during WW2 solved a critical tactical problem by changing the organization's basic standards, policies, and goals.[9] WATU was able to develop and update anti-submarine tactical doctrine between 1942 and 1945 as new technology and assets became available, enabling the Royal Navy to "replicate a learning organization that successfully could challenge existing norms, objectives, and policies pertaining to trade defense even when applied to geographically diverse theaters of operation".[9]

See also

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References

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Further reading

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Revisions and contributorsEdit on WikipediaRead on Wikipedia

Double-loop learning

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from Grokipedia
Double-loop learning is a foundational concept in , introduced by and , referring to a process in which individuals and organizations detect errors and correct them not only by adjusting actions or strategies but by simultaneously questioning and modifying the underlying assumptions, norms, policies, and objectives that govern those actions. This approach enables deeper reflection and adaptation, allowing for fundamental changes in decision-making frameworks rather than superficial fixes. In contrast, single-loop learning focuses solely on correcting errors within the existing set of goals and rules, much like a thermostat that automatically adjusts heating or cooling to maintain a predetermined without altering the temperature setting itself. Double-loop learning, however, involves a second layer of that challenges the validity of those governing variables, fostering and resilience in dynamic environments. Argyris and Schön first elaborated this distinction in their 1974 book Theory in Practice: Increasing Professional Effectiveness, drawing from extensive research across professions and organizations, and expanded it in Organizational Learning: A Theory of Action Perspective (1978), where they emphasized its role in enabling organizations to produce intended outcomes amid uncertainty. The framework gained prominence through Argyris's 1977 article, which highlighted practical barriers to double-loop learning, such as defensive organizational cultures that suppress open inquiry into errors, and demonstrated its application through case studies of product development failures costing millions. By promoting Model II behaviors—characterized by valid information-sharing, informed choice, and internal commitment—double-loop learning contrasts with Model I, which prioritizes unilateral control and often inhibits learning. This concept remains influential in fields like , education, and , underscoring the need for organizations to cultivate environments that support ongoing reflection and transformation.

Core Concepts

Definition

Double-loop learning is a process whereby individuals or organizations detect errors or discrepancies in performance and correct them not merely by adjusting actions or strategies, but by modifying the underlying governing values, assumptions, policies, or objectives that shape those actions. This approach enables deeper systemic change, addressing root causes rather than surface-level symptoms. Introduced in the framework developed by and in the , it emphasizes reflective inquiry into the foundational elements guiding behavior. At its core, double-loop learning involves a feedback mechanism that probes the "why" behind established strategies, prompting examination of mental models—the implicit assumptions and cognitive frameworks that influence . It distinguishes between espoused theories (the stated beliefs or policies individuals claim to follow) and theories-in-use (the actual assumptions revealed through behavior), often uncovering inconsistencies that hinder effective learning. This reflective process fosters adaptation by challenging and revising these underlying elements, contrasting with single-loop learning, which focuses solely on error correction within fixed parameters. A common illustrates this distinction: in single-loop learning, a detects a discrepancy and adjusts the heating mechanism to reach the preset , such as 68 degrees . In double-loop learning, the system not only makes this adjustment but also questions whether the target itself is suitable given environmental factors, potentially altering the to better align with broader needs.

Comparison with Single-Loop Learning

Single-loop learning involves detecting and correcting errors by adjusting actions or strategies while maintaining the underlying assumptions, goals, and policies intact, akin to a that automatically regulates temperature to meet a preset value without altering the setpoint itself. This approach focuses on within established frameworks, enabling organizations to respond reactively to deviations but often reinforcing the status quo. In contrast, double-loop learning extends beyond mere correction by questioning and reevaluating the foundational assumptions, norms, and objectives that guide the actions, leading to potential transformations in strategies and goals. The key differences lie in their depth and scope: single-loop learning is incremental and execution-oriented, following a cycle of detection followed by action adjustment (e.g., increasing production speed to fix output shortfalls), whereas double-loop learning is reflective and purpose-oriented, involving detection, assumption scrutiny, and subsequent redesign of the governing variables (e.g., debating whether the production process itself prioritizes the wrong metrics like quantity over quality). These distinctions highlight single-loop's emphasis on stability and short-term problem-solving versus double-loop's pursuit of and long-term adaptability.
AspectSingle-Loop LearningDouble-Loop Learning
DefinitionCorrects errors within fixed assumptions and goals.Questions and modifies underlying assumptions, goals, and policies.
ProcessError detection → Action adjustment (reactive, incremental).Error detection → Assumption reevaluation → Strategy/goal change (transformative).
ExampleFixing a machine breakdown to meet production quotas without altering the workflow design.Questioning the workflow design after repeated breakdowns to innovate a more resilient process.
OutcomesImproved efficiency and error reduction within existing paradigms (e.g., sustained output).Enhanced innovation and organizational adaptability (e.g., breakthrough improvements).
The distinction carries significant implications: while single-loop learning supports routine operations with lower cognitive demands, double-loop learning fosters more adaptive organizations capable of navigating complex, changing environments, though it demands greater intellectual effort, openness to discomfort, and risk of disrupting established norms.

Historical Development

Origins and Key Theorists

The concept of double-loop learning was introduced in the 1970s by organizational theorists and as a framework for understanding how individuals and organizations detect and correct errors by questioning underlying assumptions and governing values, rather than merely adjusting actions. The framework was first introduced in their 1974 joint book Theory in Practice: Increasing Professional Effectiveness, with Argyris further elaborating on its application to and error correction in professional settings in his 1976 book Increasing Leadership Effectiveness. Their collaboration culminated in the seminal 1978 publication Organizational Learning: A Theory of Action Perspective, which formalized double-loop learning as a process integral to adaptive , emphasizing the role of "theories-in-use" in facilitating deeper systemic change. An earlier foundational work, their 1974 book Theory in Practice: Increasing Professional Effectiveness, laid the groundwork by exploring how professionals' espoused theories diverge from theories-in-action, introducing the single/double-loop framework in the context of professional education and practice. Argyris contributed significantly to the theory through his analysis of defensive routines—unconscious behaviors that protect individuals from embarrassment or threat, often inhibiting double-loop learning by reinforcing single-loop adjustments. Schön later complemented this with his focus on reflection-in-action in his 1983 book The Reflective Practitioner: How Professionals Think in Action, the process by which practitioners rethink and reframe problems during ongoing activity to achieve double-loop outcomes. Their partnership bridged psychology, particularly and behavioral theories, with , creating a model that highlighted how organizational learning requires confronting incongruities between intended and actual outcomes to foster innovation and adaptability. The origins of double-loop learning draw brief intellectual ties to earlier and , notably W. Ross Ashby's 1956 law of requisite variety, which posits that a system's capacity to adapt to disturbances must match the variety of those disturbances—a principle Argyris explicitly referenced as influencing the double-loop mechanism for handling complex environmental feedback. This cybernetic foundation, emphasizing feedback loops in adaptive systems, informed Argyris and Schön's extension into human and organizational contexts without delving into mechanistic control models.

Evolution of the Theory

Following the foundational work of Argyris and Schön in the 1970s, double-loop learning evolved significantly in the post-1980s era through its integration into broader organizational theories. prominently incorporated the concept into his framework of learning organizations in (1990), positioning it as essential for challenging deeply held mental models—implicit assumptions that shape perceptions and decisions—while linking it to , the fifth discipline that emphasizes understanding interconnected dynamics to avoid fragmented problem-solving. This integration transformed double-loop learning from an individual cognitive process into a collective organizational capability, enabling firms to adapt by questioning not just actions but the governing values behind them. In the 1990s, extensions of the introduced triple-loop learning, which builds on double-loop by reflecting on the processes of learning itself, including methods and epistemological assumptions, to foster more profound systemic change. and Romm advanced this in their 1996 book Diversity Management: Triple Loop Learning, applying it to manage theoretical and methodological plurality in social systems, where double-loop addresses rule modifications and triple-loop critiques the paradigms enabling those rules. Parallel developments in saw second-generation KM frameworks emphasize double-loop learning for innovation, shifting from mere knowledge codification to active production and validation of organizational rules, thereby accelerating and creative outputs. The brought revitalization amid increasing volatility, with a 2023 systematic review synthesizing 128 studies to refine double-loop learning's conceptualization, (e.g., via surveys capturing cognitive shifts), and generation strategies, stressing enablers like in turbulent contexts where defensive routines hinder progress. Ties to agile methodologies have grown, as double-loop learning prompts retrospectives to interrogate foundational assumptions—such as the suitability of sprint structures—beyond single-loop optimizations, supporting adaptive value delivery in dynamic projects. By 2025, integrations with AI-driven systems highlight risks and opportunities, as large language models often replicate human "double-loop blindness" by reinforcing defensive reasoning in advisory roles, yet hold potential for alignment techniques to promote facilitative learning in organizational . Theoretical refinements have increasingly emphasized a shift from individual to collective dimensions, framing double-loop learning as an organizational phenomenon that builds shared mental models and overcomes through contextual interventions in task, social, and physical environments. In global contexts, it addresses cultural barriers by challenging and self-reference criteria, as demonstrated in educational exchanges that expose participants to diverse marketplaces, prompting reevaluation of assumptions like income perceptions or logistical norms to enhance intercultural competence.

Applications

In Organizational Learning

In organizational contexts, double-loop learning serves as a mechanism for by enabling leaders to address performance discrepancies not merely through corrective actions but by interrogating and revising the foundational values, norms, and assumptions that underpin organizational strategies. For example, when persistent errors reveal flaws in core objectives—such as a rigid emphasis on short-term amid evolving stakeholder expectations—organizations may pivot to sustainability-oriented goals, fundamentally altering frameworks to align with long-term viability. A prominent example is Toyota's integration of double-loop learning within its continuous improvement processes, where frontline workers and managers routinely challenge entrenched assumptions about production methods, such as the efficiency of traditional configurations, to foster systemic innovations that enhance overall operational adaptability. This approach extends to practices, where double-loop learning facilitates the sharing of uncodified —such as intuitive problem-solving heuristics held by experienced employees—by questioning rigid policies that inhibit open exchange and experimentation, thereby converting implicit insights into actionable organizational assets. The benefits of double-loop learning in settings include heightened resilience against volatility in dynamic markets, as it equips organizations to reframe strategies in response to disruptions like technological shifts or regulatory changes, rather than relying on outdated paradigms. It also drives by systematically dismantling the status quo, encouraging creative revisions that improve long-term competitiveness; indicators of success often include increased frequency of adaptive changes and more robust error correction at the strategic level, though these vary by context. To implement double-loop learning effectively, organizations must first cultivate safe spaces for dialogue, where employees feel empowered to voice dissenting views without fear of , thereby surfacing latent assumptions that single-loop routines overlook. Practical steps involve deploying structured tools like after-action reviews following key projects or incidents, which prompt teams to analyze not only what occurred but why underlying governing values may need adjustment, ensuring iterative refinement of organizational intelligence.

In Education and Training

In educational settings, double-loop learning encourages students to reflect not only on the outcomes of their learning strategies but also on the underlying assumptions driving those strategies, prompting revisions to . For instance, when traditional methods like rote memorization fail to engage learners, educators facilitate double-loop processes by questioning why such approaches persist—often rooted in assumptions about knowledge transmission—and shifting toward that emphasizes student exploration and critical analysis. This application transforms teaching from a linear process to one that iteratively challenges governing values, such as prioritizing coverage over deep understanding, leading to more adaptive curricula. Examples of double-loop learning in higher education include learner-centered shifts documented in recent studies, where institutions like integrate capstone projects that require students to evaluate and revise their assumptions about real-world problem-solving, fostering systemic reforms. In professional training programs, particularly in healthcare, double-loop learning supports skill adaptation through structured workshops, such as those using frameworks in Taiwanese hospitals, where participants question hierarchical barriers to patient care and develop innovative protocols for better alignment with organizational goals. These applications highlight double-loop learning's role in bridging theoretical knowledge with practical adaptability in fields demanding ongoing evolution. The benefits of double-loop learning in education include cultivating lifelong learning and adaptability by enabling learners to confront and alter deep-seated beliefs, resulting in improved retention and skill transfer, as evidenced by doubled success rates in self-paced courses at institutions like . Tools such as reflective journals prompt this assumption-questioning by guiding students to document and analyze discrepancies between intended and actual learning outcomes, while scenario simulations—used in project-based training—allow participants to test alternative mental models in simulated environments, enhancing transformative insights without real-world risks. In teacher professional development, double-loop learning is applied to revise educators' underlying beliefs about student engagement, such as challenging deficit-based views of diverse learners to promote culturally responsive practices. For example, programs in districts like Dublin Public School have used double-loop facilitation in series to reframe racial inequities, leading to revised policies and inclusive through iterative reflection on core values. This approach not only enhances efficacy but also drives broader systemic change in educational environments.

Challenges and Criticisms

Implementation Barriers

Implementing double-loop learning, which requires questioning and modifying underlying assumptions and governing values, faces significant cultural barriers rooted in defensive routines. These routines, as conceptualized by Argyris, involve policies, practices, or actions that prevent individuals from experiencing or while simultaneously inhibiting genuine and reflection. Such defenses arise when people protect their assumptions to avoid , leading to , face-saving behaviors, and a of mistrust that stifles . Additionally, fear of exacerbates these issues, as hierarchical discourages subordinates from questioning established norms, thereby perpetuating single-loop adjustments rather than deeper reevaluation. Structural challenges further complicate adoption, particularly in hierarchical organizations where multiple layers of block and interdepartmental coordination, limiting opportunities for assumption-testing. In such settings, employees often feel powerless to influence strategic adjustments, as seen in cases where middle managers are excluded from key decision processes, reinforcing rigid adherence to existing policies. Moreover, the resource demands of double-loop learning—requiring sustained time for reflection and —clash with fast-paced environments, where immediate operational pressures prioritize quick fixes over comprehensive , making implementation logistically challenging. Psychological factors, including cognitive biases, also hinder progress by impeding the reevaluation of assumptions essential to double-loop processes. , for instance, leads individuals to favor information aligning with preexisting beliefs, distorting and restricting the acquisition of disconfirming evidence needed for deeper learning. Recent from 2023 to 2025 highlights measurement difficulties as a persistent issue, with misconceptions in conceptualizing and quantifying double-loop outcomes complicating empirical assessment and organizational buy-in.

Alternative Approaches

Triple-loop learning represents an extension of double-loop learning, involving not only the examination of governing variables and assumptions but also a meta-level reflection on the learning process itself, such as evaluating the effectiveness of how learning occurs. This approach, often described as , encourages organizations to question the very methods and contexts of their learning activities, fostering deeper systemic change. Conceptualizations of triple-loop learning vary, with some tracing its roots to extensions of Argyris and Schön's work, while others emphasize its role in addressing normative and ethical dimensions of organizational inquiry. Related theories provide foundational or parallel perspectives to double-loop learning. Deutero-learning, introduced by anthropologist , focuses on learning how to learn by reflecting on the contextual rules and patterns that govern learning processes, serving as a precursor to double-loop concepts in . In , agile learning cycles offer practical alternatives through iterative practices like retrospectives and sprints, which enable rapid feedback and adaptation without always delving into deep assumption questioning, making them suitable for dynamic project environments. Complementary models integrate elements akin to double-loop learning within broader frameworks. Peter Senge's five disciplines of a —personal mastery, mental models, shared vision, team learning, and —incorporate double-loop principles by challenging mental models and building shared vision to align collective assumptions with organizational goals. Similarly, design thinking employs iterative cycles of empathy, ideation, prototyping, and testing to challenge and validate assumptions about user needs, promoting innovative problem-solving that parallels double-loop reflection. Comparisons highlight contexts where alternatives may be preferable to double-loop learning. Single-loop learning suits stable environments by focusing on error correction within fixed assumptions, avoiding the disruption of deeper inquiry. For individual development, David Kolb's model—comprising concrete experience, reflective observation, abstract conceptualization, and active experimentation—emphasizes personal cycles of reflection and application as an alternative to organizational double-loop processes. Recent integrations in 2025 leverage AI for automated analysis of learning loops, such as using large language models to detect biases in double-loop processes or enhance triple-loop insights in organizational contexts.

References

  1. https://hbr.org/1977/09/double-loop-learning-in-organizations
  2. https://infed.org/dir/welcome/chris-argyris-theories-of-action-double-loop-learning-and-organizational-learning/
  3. https://books.google.com/books/about/Increasing_leadership_effectiveness.html?id=0OksAAAAMAAJ
  4. https://books.google.com/books/about/Organizational_Learning.html?id=2aYOAQAAMAAJ
  5. https://books.google.com/books/about/Theory_in_Practice.html?id=H1SkEAAAQBAJ
  6. https://books.google.com/books/about/The_Reflective_Practitioner.html?id=E85qAAAAMAAJ
  7. https://www.researchgate.net/publication/220231906_The_Origins_and_Purposes_of_several_Traditions_in_Systems_Theory_and_Cybernetics
  8. https://www.siue.edu/~mthomec/LearnOrg-Senge.pdf
  9. https://www.researchgate.net/publication/322235340_Organizational_Learning_and_the_Learning_Organization
  10. https://www.researchgate.net/publication/225833138_Plurality_revisited_Diversity_management_and_triple_loop_learning
  11. https://link.springer.com/article/10.1007/BF02169215
  12. http://www.learning-org.com/docs/McElroyDLKMv3.pdf
  13. https://onlinelibrary.wiley.com/doi/10.1111/emre.12615
  14. https://www.pmi.org/disciplined-agile/da-value-stream-consultant-resources/double-loop-learning
  15. https://arxiv.org/abs/2507.02283
  16. https://cjhe.journals.publicknowledgeproject.org/index.php/cjhe/article/download/102/2308
  17. https://www.mdpi.com/2071-1050/14/2/901
  18. https://thesystemsthinker.com/unearthing-the-mystery-of-toyotas-success/
  19. https://thesystemsthinker.com/double-loop-knowledge-management/
  20. https://innovation-entrepreneurship.springeropen.com/articles/10.1186/s13731-024-00405-4
  21. https://pubadmin.institute/administrative-thinkers/double-loop-learning-in-organizations-chris-argyris
  22. https://www.researchgate.net/publication/239800123_Double-Loop_Learning_in_Higher_Education
  23. https://doi.org/10.1016/j.heliyon.2021.e08553
  24. https://dl.designresearchsociety.org/cgi/viewcontent.cgi?article=1384&context=drs-conference-papers
  25. https://www.pmi.org/learning/library/project-simulations-accelerate-organizational-knowledge-8951
  26. https://digitalcommons.montclair.edu/cgi/viewcontent.cgi?article=1048&context=educ-leadership-facpubs
  27. https://www.sciencedirect.com/science/article/pii/S2405844021026566
  28. https://journals.sagepub.com/doi/10.1177/13505076231210635
  29. https://journals.sagepub.com/doi/10.1177/1350507611426239
  30. https://innovation-entrepreneurship.springeropen.com/articles/10.1186/s13731-023-00291-2
  31. https://www.imatoday.org/learn/article/how-hilti-leveraged-organizational-learning-to-generate-value-from-analytical-ai
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