| One key to organizational success has to do with the | | | | time. A client phones in with a complaint. You deal with |
| capacity of people to learn - learn from mistakes as | | | | it, hopefully fix what happened, and the complaint is |
| well as learn from successes. The call for | | | | resolved. Or you discover one of your employees is |
| organizational learning has escalated over the years | | | | off on the wrong track doing something. He didn't |
| ever since our culture and economy transitioned from | | | | understand the directions the first time, so you give the |
| a "we make things" focus to what is called a | | | | directions again and the employee gets back on track. |
| "knowledge society." | | | | Single loop learning is important, but not enough. That's |
| Today, knowledge workers are highly valued as you | | | | where the second type of learning comes in: it is called: |
| know, but the real asset of a knowledge worker goes | | | | double loop learning. |
| far beyond what she or he "knows". Simply put, no | | | | Double loop learning does deeper and takes longer. |
| one can hold all of the knowledge they need to do | | | | The thermostat just regulates your equipment based |
| what they do today, much less tomorrow. | | | | on a setting. But it does not address the reasons why |
| The strongest asset of a knowledge worker is her/his | | | | your home's temperature fluctuates so much. Sure the |
| ability to figure things out, find information, gain | | | | environment changes, but do you have sufficient |
| knowledge, as well as transform experience into | | | | insulation? Is your equipment running efficiently? Are all |
| knowledge. This means three things to me. | | | | your filters clean? Delving into the reasons why the |
| First, the knowledge worker has to excel at | | | | temperature fluctuates is about double loop learning In |
| investigation (using her/his networks, tools, etc.) | | | | the client complaint and staff examples: What caused |
| Second, because of the pace of change, he/she must | | | | the client to complain in the first place? Was it a flaw in |
| have a high tolerance for ambiguity. Aristotle once said | | | | your service, in your communication protocols, or an |
| something like: the more you know, the more you | | | | error on the part of your staff? Did the staff person |
| realize how much more there is to know. Another | | | | go off on the wrong track because they way |
| way of saying that is: the more you know, the more | | | | directions are given are ambiguous or not made explicit |
| you realize just how much more there is for you to | | | | in writing? |
| learn. It is ironic perhaps, but those who are | | | | Double loop learning is about investigating the conditions |
| knowledgeable are likely more aware of their | | | | and actions that caused the problem or issue in the |
| limitations than those who are less ambitious about | | | | first place. Often this type of learning calls for people |
| gaining knowledge. | | | | to "get out of the box" and think imaginatively. It calls |
| Third, to truly grow in knowledge, one has to be able to | | | | on people to understand how an alternative approach |
| accept that they aren't as knowledgeable as they can | | | | might work better. Learning experts will tell you that the |
| be or should be. In other words, you have to be | | | | capacity of an organization to be successful depends |
| self-critical, able to identify your "weak" areas, and be | | | | on its ability engage in this type of learning and at a |
| okay with not being as good today as you can be | | | | quick pace. |
| tomorrow. | | | | The third type of learning is...surprise: triple loop learning. |
| Fundamentally, there are three categories of learning | | | | According to a resource I found on |
| that help us grow our knowledge. These categories | | | | mangementhelp.org, "Triple- loop learning involves |
| are: single loop learning double loop learning and triple | | | | "learning how to learn" by reflecting on how we learn in |
| loop learning. | | | | the first place. In this situation, participants would reflect |
| First, there is single loop learning. I heard this metaphor | | | | on how they think about the "rules," not only on |
| about single loop learning once, but can't recall where, | | | | whether the rules should be changed. This form of |
| but it makes sense. Single loop learning is like a | | | | learning helps us to understand a great deal more |
| thermostat. You set it for a temperature. On a hot day, | | | | about ourselves and others regarding beliefs and |
| if your home heats up, the thermostat activates your | | | | perceptions. Triple- loop learning might be explained as |
| air conditioner to bring things down to your desired | | | | double- loop learning about double- loop learning " |
| temperature (the thermostat setting). If on the other | | | | An organization that is actively involved in all three |
| hand, it's cold outside and your home's temperature | | | | types of learning is what you could call: a learning |
| goes below the setting, the heat kicks in. And so it | | | | organization and such an organization provides the |
| goes. | | | | right environment for knowledge workers to share |
| In your organization, single loop learning happens all the | | | | knowledge as well as grow it, together. |