Single-loop and double-loop models in research on decision, Double Loop Learning Expansive Learning Expansive learning | Download Scientific Diagram
Contexts in source publication Context Grouping can be understood as the researcher applying his interpretation to both Evaluative OC and SC, removing the analysis one-step from single-loop and double-loop models in research on decision participant's actual utterances.
The purpose of grouping is to iteratively identify relationships between the codes as the researcher moves between texts to assist in further analysis and the identification of new insights in the next step of analysis see: Figure 1. Groupings were reviewed after coding or revisiting each text.
single-loop and double-loop models in research on decision Once all transcripts and literature were thematically analysed, a final review took place during which SC were placed into final groupings that emerged from the literature and transcripts. View Context In single loop learning outside perspectives, values and experiences are not considered in making a decision; rather, the decision is made only on the basis of knowledge already accepted by the organisation.
In contrast, double loop learning involves the consideration of outside perspectives which are potentially critical of or conflict with the accepted wisdom, stories, values and histories of the organisation 99leading to a change in the 'frame of reference' that informs decision-making.
In participatory processes 'double loop' learning can be seen when evaluation leads to changes in project activities, for example when evaluators make specific recommendations to address weaknesses partnersuche weiz prior participatory processes.
In this case the second loop is formed by the feedback provided by evaluators to project partners, although partners themselves may engage in reflexive analysis of progress and provide such feedback themselves see: Section 5. However, a potential deficiency of the double loop model is that it implies learning is one-way see: Figure 1 ; the organisation or learner's perspective is expanded by information received from an outside source, but influence, dialogue or information travelling in the other direction is not present.
It is therefore questionable whether organisational learning can represent two-way mutual learning, and not merely one-way feedback loops.