Chris Argyris
(1923 -
Double Loop Learning
Biography
Chris Argyris was born in Newark, New Jersey on July 16, 1923. He earned a MA in Psychology and Economics from Kansas University (1949), and a Ph.D. in Organizational Behavior from Cornell University in 1951. Chris joined the faculty at Yale University (1951-1971) and then Harvard University (1971- ) in Cambridge Mass. Early work in organizational structures and management of individuals occupied Argyris, and led to several books during the 60's and 70's. He is commonly known for seminal work in the area of "Learning Organizations".
He is known as a great teacher, and has the ability to help students explore basic orientations and values. He is a proponent of this type of reflective learning and believes it necessary for organizations to learn and develop.
Theories
Theories of action: theory in use and espoused theory
Argyris recognized an incongruency between peoples' actions and the theories they claimed to espouse. He developed a theory that people have mental maps that determine how they will act in situations. Planning, implementation, and review are part of the process. Furthermore, he observed that few people are aware of the maps and theories they use.
The two theories he identified are the "theory-in-use", that is the theory that actually guides our actions, and the "espoused theory," the words we use to convey what we do or think. We can elicit someone's espoused theory for a particular situation by asking him what he would do under certain circumstances. We elicit someone's theory-in-use by observing behavior in the situation. Argyris (1980) makes the case that effectiveness results from developing congruence between theory-in-use and espoused theory.
Single-loop and double-loop learning
Argyris adopted the position that learning involves the detection and correction of error. Upon the detection of an error, most people look for another operational strategy that will work within the same goal-structure and rule-boundaries. This is "single-loop learning." This is a simple feedback loop, where outcomes cause adjustment of behaviors, like a thermostat. It is generally in operation when goals, beliefs, values, conceptual frameworks, and strategies are taken for granted without critical reflection.
A higher order of learning is when the individual questions the goal-structures and rules upon detecting an error. This is more like "coloring outside the lines" to solve the problem or error. This is referred to as "double loop learning." This is more creative and may lead to alterations in the rules, plans, strategies, or consequences initially related to the problem at hand. Double-loop learning involves critical reflection upon goals, beliefs, values, conceptual frameworks, and strategies. Argyris believes that this way of learning is critical in organizations and individuals that find themselves in rapidly changing and uncertain contexts.
Chris Argyris has been a prolific author. A few of his titles are:
- Personality and Organization: The Conflict Between System and the Individual (1970)
- Organization and Innovation (1965)
- On organizational learning (1999)
- Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change (1993)
- Increasing Leadership Effectiveness (1983)
- Strategy, Change, and Defensive Routines (1985)
- Personality and organization: the conflict between
system and the individual (1957)
Learning Theory Bibliography
Argyris, C. and Schön, D. (1974) Theory in Practice. Increasing professional effectiveness, San Francisco: Jossey-Bass.
Argyris, C. (1993) Knowledge for Action. A guide to overcoming barriers to organizational change, San Francisco: Jossey Bass.