Action Learning, Fragmentation, and the Interaction of Single-, Double-, and Triple-Loop Change

Abstract

The action-learning framework is traditionally used to summarize complex change efforts as one of three methods: single-, double-, or triple-loop. Although this summary is quite useful for some kinds of organizational analysis, it can oversimplify and thus ignore the fragmented, contradictory nature of change. This summary also implies that actionlearning methods are autonomous or even mutually exclusive: The characterization of a change effort as double-loop suggests that single- and triple-loop change did not happen. We propose an elaborated action-learning framework that decomposes action-learning method into three components: argument, practice, and outcome. This approach enables action-learning theory to illuminate the multiple facets of change and to analyze the interaction of the three methods in significant change processes. We apply this new framework to a case of gay and lesbian workplace advocacy and illustrate how different action-learning methods are woven together to create change.

“Reinventing the wheel over and over again”. Organizational learning, memory and forgetting in doing diversity work

“…Yet, scholars who have connected organizational learning with diversity are scarce. Foldy and Creed (1999) studied the change process toward more GLBT inclusivity in a US-based financial firm. They argue that collective deeper learning cannot happen until first individuals learn to question their own value system: “To foster company-wide change, one must highlight individual work” (p. 224).…”

Guest editorial

“…Triple loop lrn. Swieringa and Wierdsma (1992); Isaacs (1993); Nielsen (1993); Hawkins (1994); Torbert (1994); Flood and Romm (1996); Foldy and Creed (1999) Guest editorial…”

Articular dispositivos de formação e de governança: um desafio para o desenvolvimento

“…Num contexto de mudança generalizada, os atores devem aprender a reagir e se adaptar às mudanças e, 148 assim, desenvolver novas formas de aprendizagem em conjunto, através de aprendizagens em tripla volta. Este conceito é similar ao de "aprendizagem social" (social learning) desenvolvido pela ciência política para caracterizar processos de aprendizagens nas políticas e na governança (Turcotte et al, 2007) que questionam as normas sociais (Foldy et Creed, 1999). A possibilidade de desenvolver estas voltas de aprendizagens em resposta ao estímulo do contexto depende das relações que existem entre os atores.…”