Double-Loop Learning, Teaching, and Research
By Chris Argyris. 2002
455 citations recorded by the source corpus.
Subfields: Organizational Behavior and Human Resource Management
View Paper: https://www.semanticscholar.org/paper/02ba7d6a19134fd0e72f0f9c6cedd0d19124fcd2
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Organizational Behavior and Human Resource Management
- William A. Drago
- P. Runhaar
- A. Hay
- D. Gray
- Karin Sanders
- Timothy C. Bednall
- James W. Peltier
- C. Klinge
Citations in the corpus
- The paradox of employee psychological well-being practices: an integrative literature review and new directions for research (2019, unknown): “Double loop learning (c) is a helpful aid in this situation, as it involves questioning one’s own beliefs and way of thinking (Argyris, 2002).”
- A Conceptual Framework for Mentoring in a Learning Organization (2015, background): “For example, mentoring involves goal setting and engages mentoring partners in “double-loop learning” (Argyris, 2002, p. 206), both components of systems thinking.”
- Facilitating Management Learning (2007, background): “The latter includes events that are counter-instances or ‘exceptions to the rule’, possibly promoting analysis of what causal factors precipitated the event—in Argyris’ (2002) term, double-loop learning.”
- Stimulating Informal Learning Activities Through Perceptions of Performance Appraisal Quality and Human Resource Management System Strength: A Two-Wave Study (2014, background): “Detecting performance deficiencies through reflection may prompt remedial activities (Argyris, 2002; Petriglieri, Wood, & Petriglieri, 2011), such as receiving new ideas through knowledge sharing or experimenting with new approaches through innovative behavior.”
- The Reflective Learning Continuum: Reflecting on Reflection (2005, background): “Learning hierarchies are distinguishable in terms of the amount of effort needed for more basic, routine learning activities, compared to deeper cognitive processing necessary for generating new understandings and modifying internal theories for action (Argyris and Schön 1996). Mezirow (1991) posite”