IMA's training
As part of all our training courses we believe that it is key to set the scene. Doing this at the beginning of the course ensures that all participants are ready to learn effectively. As part of the Knowledge Management training course that we deliver we discuss the single, double and triple loop learning concept.
The 'How' and 'Why' in Triple Loop Learning
The concepts of single and double learning were introduced by behavioural psychologists Chris Argyle and Donald Schon. They have since been adapted to include triple loop learning. Single loop learning (‘thinking inside the box’) generates improvements to the way existing rules or procedures for working are applied in practice. ‘How?’ questions are posed but almost never the more fundamental ‘why?’ questions.
In double loop learning (‘thinking outside the box’), rules and procedures are questioned. Also questioned are the underlying assumptions and principles upon which these rules and procedures are based. Double loop learning results in more far-reaching consequences. This can lead to what has been called triple loop learning – challenging principles and assumptions. Both double loop and triple loop learning involve challenging the status quo and power structures.
So why is this important?
If we never challenge the status quo, or underlying structures behind our organisations, or perhaps even ourselves, we will not change our behaviours. We may stifle any innovative thinking, or new and better approaches to our work. We believe that the increasing complexity of our world and the challenges we face, needs radical changes to our current behaviours. Utilising an triple loop learning approach can support this change.
Characteristics of single, double and triple loop learning
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Involves | - Apply existing rules/ procedures - Deal with symptoms of problems - Thinking ‘inside the box’ | - Question assumptions and rules/ procedures - Examine underlying causes of problems - Thinking ‘outside the box | - Examine core values and identity - Rethink fundamental purpose and principles - Thinking ‘about the box’ |
Intended Outcomes | - More efficient ways of working - Improved application of rules/ procedures | - More effective ways of working - New knowledge and insights - Improved rules and procedures - Improved systems and strategies | - Renewed expression of core values and purpose - Renewed identity and direction |
How the triple loop learning is used in IMA's Leadership Training
Single Loop Learning
Single loop learning occurs when individuals or groups identify and correct errors or issues within an existing framework or set of assumptions. In the context of leadership, this can involve recognising mistakes in how a team operates and adjusting behaviours or strategies accordingly. For example, a leader might identify that a project deadline was missed and take corrective action to manage time more effectively in future projects. Single loop learning focuses on improving actions within a known system, without questioning the system itself.
Double Loop Learning
Double loop learning takes this a step further by questioning the underlying assumptions or goals that guide actions. In leadership, this might involve a leader reflecting on whether the strategies or goals set initially are the right ones, or whether the underlying principles guiding their leadership style are effective. If a leader finds that a set strategy isn't working, double loop learning would prompt them to explore whether the approach itself should be revised, not just the execution. It encourages deeper reflection on the "why" behind decisions.
Triple Loop Learning
Triple loop learning extends this reflection even further by focusing on the broader context and the individual's or organisation's capacity for continuous learning and adaptability. It goes beyond the content of specific actions or decisions and looks at the processes for learning, leadership, and growth within an organisation. It asks leaders to consider how they can create an environment where learning and growth are integral to the culture of the organisation.
How does this relate to IMA's Leadership training
In IMA's leadership training, we explore how to develop leaders. Leaders who are not only adept at solving problems but are also capable of questioning and reshaping the underlying structures and cultures in their organisations. The training encourages leaders to move from simply addressing problems (single loop). It encourages reflecting on leadership values and strategic choices (double loop). Ultimately this leads to fostering a learning environment where adaptive thinking is a core value (triple loop).
Single, double, and triple loop learning are powerful concepts for leadership development, encouraging leaders to evolve not only their tactics but also their underlying assumptions and organisational practices. These approaches are central to how IMA International frames its leadership training courses.
Join IMA's Leadership and Management in International Development training course or IMA's Leadership and Knowledge Management training course to develop your skills.
IMA services
IMA International provides training through open courses, tailored training, training of trainers, as well as consultancy for organisational change, coaching and mentoring. This builds capacity in international development programmes and humanitarian action globally. We constantly draw on our 40 years of experience working with the public and private sector, UN Agencies, NGOs, non-profits and many others. Our aim, is to help organisations enhance their work. we do this by supporting collaboration within organisations and with their stakeholders, to work more efficiently towards their vision.
Our core values are, to be Innovative, Inclusive and to Inspire Change. We pride ourselves in our engaging, creative, supportive, and participatory training approaches. We are well-experienced in designing and facilitating training sessions and workshops to support capacity building. Always ensuring engaging and participatory knowledge-sharing and learning is encouraged, to identify important themes and develop future learnings.
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