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Abstract: This paper serves as a platform to encourage researchers and scholars to build upon triple-loop learning both as a concept and research program. The implications and limitations of double-loop learning are explored. From its notion of error detection and correction, double-loop learning represents a functional model that assumes that individuals already possess the knowledge and competency to deal with the problem at hand. However, not all problems have clear right or wrong answer. Learners do not always have the right knowledge bases to identify and solve the problem. Triple-loop learning is therefore seen to offer value since it deals with the question of "How do we decide what is right?" It provides an integrated awareness of the previous learning loops by recognizing the need for problem reframing.
Keywords: organizational learning, crisis management, triple-loop learning, error detection
1. Introduction
The process behind lesson-drawing activities coincides with many principles of organizational learning. The main strategy is when double-loop learning is used to reflect and produce new strategies by which it examines the cause and effect relationships arising from error (Chebbi and Pündrich, 2015; Pidgeon and O'Leary, 2000). Double-loop learning, following the notion of error detection and correction, stems from a classical paradigm, which posits that learning is about transferring more or less stable chunks of knowledge from one brain to another structure (Peschl, 2007). However, there is a recurring problem with assigning process to problems in which there are no right or wrong solutions. Such problems might include disasters or ethical dilemmas. In this short article, I explore why inaccuracies of double-loop learning persist and what further learning loops might add value to this problem. This leads to a platform in hopes of encourage further dialogue on triple-loop learning.
2. Double loop learning
Organizational learning is largely based on Argyris and Schön's (1978) action science model which provides a 'levels of learning' concept (Blackman, Connelly and Henderson, 2004). At the first level, there is single-loop learning, which is when errors are detected and corrected, but underlying assumptions are not evaluated; at the second level, there is double-loop learning, where governing principles behind the errors are scrutinized or questioned and then corrected. However, this assumes that individuals have the ability to identify all problem parameters...