Uke 41 - Double Loop Learning

Jeg har trodd at Chris Argyris' (1923-2013) teori om "Double Loop Learning" (se også Uke 39 - Annenordens intelligens). Samtidig har jeg observert at svært få (om noen) praktiserer denne teorien, hverken enkeltpersoner eller organisasjoner, og jeg har fundert HVORFOR er det slik…; ved NTNU har man i flere tiår laget "strategiplaner" på alle nivå selv om alle vet at de ikke har noen virkning…‽ HVORFOR fortsetter man slik?

Jeg spurte min kollega Per Morten Schiefloe om dette, og han ga meg et svar som gir mening: "man er redde for å stille grunnleggende spørsmål…" (fordi de kan avsløre at man driver med meningsløsheter…‽)

Dette  betyr i praksis at man mangler ÆRLIGHET til å se sannheten, og man mangler MOT til å ta konsekvensene

"Honesty first; then courage; then brains - and all are indispensable."

— Theodore Roosevelt (1858-1919)

"Success Is Never Final and Failure Never Fatal. It’s Courage That Counts"

― Winston S. Churchill (1874-1965)

Sammenbrudd…‽

Jeg minnes en gang da Per Morten Schieflo og jeg deltok på en samling i Statoil der et tredvetalls kompetente personer fra selskapet var i gang med å utarbeide selskapets nye Teknologistrategi. 

Per Morten Schiefloe stilte to spørsmål til forsamlingen:

1. Hva mener dere med Teknologi?

2. Hva mener dere med Strategi?

INGEN var i stand til å gi noe fornuftig svar; noen rotet i vesken sin etter et dokument med en innviklet definisjon… 

Etter flere ukers arbeid visste ingen hva de egentlig holdt på med…‽ 

Dersom noen begynte å stille grunnleggende spørsmål om HVA og HVORFOR, ville man kanskje bli klar over at arbeidet egentlig ikke hadde noen hensikt, og det ville oppstå kaos og sammenbrudd 

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Noen lenker:

Double-Loop Learning: A Concept and Process for Leadership Educators, Journal of Leadership Education, 2002

Argyris and Schön’s theory on congruence and learning, Action Research & Action Learning 

Argyris and Schön: some elements of their models, Action Research & Action Learning

Noen sitater:

"Most people define learning too narrowly as mere 'problem-solving', so they focus on identifying and correcting errors in the external environment. Solving problems is important. But if learning is to persist, managers and employees must also look inward. The need to reflect critically on their own behaviour, identify the ways they often inadvertently contribute to the organisation’s problems, and then change how they act."

"Smart people don't learn... because they have too much invested in proving what they know and avoiding being seen as not knowing."

"In fact, people themselves are responsible for making the status quo so resistant to change. We are trapped by our own behavior."

"Managers who are skilled communicators may also be good at covering up real problems."

"Human beings hold two types of theories of action. There is the one that they espouse, which is usually expressed in the form of stated beliefs and values. Then there is the theory that they actually use; this can only be inferred from observing their actions, that is, their actual behavior."
— Chris Argyris (1923-2013)

"Insanity is repeating the same mistakes and expecting different results."
—Albert Einstein (1879-1955)

"The better we get at getting better, the faster we will get better."

"A key to the long-term vitality of an organization —  to get better and better at improving itself."

"The key thing about all the world's big problems is that they have to be dealt with collectively. If we don't get collectively smarter, we're doomed."
― Douglas Engelbart (1925-2013)

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