Looped Learning Sample Clauses

Looped Learning. The learning that takes place within organisations is often described as a dichotomy; with the key difference being whether learning takes place within existing norms, practices and mental models or seeks to modify those underlying norms, practices and mental models. These two types of learning have been variously described as lower and higher-level learning (Xxxx & Xxxxx, 1985), low and meta- level learning (Xxxxxxx, 1981), first and second order (Xxxxxx & Xxxxx-Xxxxx, 2001), incremental and radical (Xxxxx & Xxxxxx, 1996) transactional and transformational (Xxxxxxx, 2000) and adaptive and generative (Senge, 1990). Despite the plethora of terms, "a reasonable consensus seems to have been established that they refer to comparable learning processes and outcomes" (Xxxxx, Xxxxxx , & Xxxxxxxx, 2011 p292). From reviewing the literature, the most widely cited terms to describe these two types of learning are those coined by Xxxxxxx and Schon: single and double- loop learning (Argyris, 1977; Argyris 1976; Xxxxxxx & Xxxxx, 1974). Argyris (1976) uses the analogy of a loop to emphasise that organisational learning is a continuous process which happens many times rather than a one-off occurrence. In the years since Xxxxxxx and Schon posited their theory of single and double-loop learning, other authors have added additional loops with theories of triple-loop learning now in existence. In this section, I describe these looped learning theories to build a theoretical framework of organisational learning for my research study. Single-Loop Learning In single-loop learning, the organisation identifies a problem and implements solutions to address it in line with current processes and procedures and without questioning the underlying system (Argyris, 1977). Argyris uses the analogy of a thermostat to explain this: if the temperature gets too cold, the thermostat senses this and turns the heating on. The thermostat detects the error – i.e. we are not at the optimum temperature – so makes an adjustment to correct the situation. Argyris (1977) calls this single-loop learning because the thermostat is able to make an adjustment to change the situation in line with its usual mode of operation. In a museum context, this is like the situation of the number of schools booking onto a workshop falling prompting the museum to update the content and experience of the workshop to make it more relevant and engaging or even creating a new workshop based on a more popular topic. This is s...