Encyclopedia of Leadership

EXAMPLES OF SINGLE- AND DOUBLE-LOOP LEARNING

HOW TO USE THIS LEADERSHIP TOOL

“You gotta know when to hold ‘em, and know when to fold ‘em...”

—Kenny Rogers’ song, “THE GAMBLER”

Double-loop learning challenges work habits, assumptions, and ways of understanding the

world. This does not mean, however, that single-loop learning is not more valuable in certain

situations. For example, Thomas Edison’s struggle to invent the light bulb and the Wright

brothers’ persistence in creating a heavier-than-air flying machine both required staying the

course (i.e., single-loop learning). At other times, however, double-loop learning is more appro-

priate and takes more courage. For example, a leader publicly admits that due to changing cir-

cumstances, a much-valued goal has proven to be unfeasible, or that a deadline cannot be

achieved without an increased risk to employee safety.

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Use the space provided to make notes on which learning process—single- or double-loop—best

applies to the specific goals you are presently working to achieve. In addition to challenging

you to think through your existing learning process, this exercise will help you hone your skills

for working with future goals and decision processes.

432 SECTION 14 TOOLS FORLEARNING

Cruise control example Leadership example

Single-loop

learning

Double-loop

learning

• A given speed is set: the goal.


• A feedback loop connects actual speed with the
  control of fuel flow into the engine.


• Speed oscillates near a fixed point.


• The cruise control blindly controls the speed.


• A starting speed is set.


• If conditions do not change, the cruise control
  blindly controls the speed.


• But the goal is not static: As driving conditions
  change, the speed setting is adjusted to reflect a
  new goal (e.g., an increased emphasis on safety).
  
  
  • Goals are set.
  
  
  • The goals are accepted as given, and perfor-
    mance management processes assess work done
    toward these established goals.
  
  
  • Effort oscillates near the goals.
  
  
  • Starting goals are set.
  
  
  • The environment is continually scanned. If con-
    ditions do not change, the initial goals remain.
  
  
  • As conditions change, goals are adjusted or
    changed entirely to reflect the new conditions.
  
  
  
  

List one or two goals that you intend to stick with over the next few months, regardless of the feedback you have been

receiving.