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A. Georges L. Romme: Maastricht University, Faculty of Economics and Business Administration, Maastricht, The Netherlands
Arjen van Witteloostuijn: Maastricht University, Faculty of Economics and Business Administration, Maastricht, The Netherlands
ACKNOWLEDGMENT: The kind cooperation of Endenburg Elektrotechniek is acknowledged.
Introduction
Research into the notion and practice of organizational learning has identified distinct systemic levels of learning: zero, single loop, double loop and triple loop learning (e.g., Argyris and Schon, 1974; Flood and Romm, 1996; Snell and Man-Kuen Chak, 1998). Zero learning occurs in an organizational setting when fresh imperatives or problems arise, yet members fail to take corrective action. Single loop learning refers to making simple adaptions and taking corrective actions, whereas double loop learning involves reframing, that is, learning to see things in totally new ways. Finally, triple loop learning entails members developing new processes or methodologies for arriving at such re-framings.
Generally speaking: the higher the learning level is, the more complex it is. Zero learning and single loop learning are widespread in most organizations, but double loop and particularly triple loop learning are rare. In this article, we explore the emergence of the so-called circular organization as an example of triple loop learning in the area of governance, participation and decision making. First, the different systemic levels of learning are explored in more detail. Subsequently, the development of the circular organization in Endenburg Elektrotechniek in The Netherlands is described. Finally, the nature of triple loop learning in this particular case is discussed in order to identify certain key conditions under which triple loop learning is likely to occur.
Zero, single, double and triple loop learning
From the perspective of organizational learning, the development of a sustainable learning ability of (key parts of) the organization is a prerequisite to survive and succeed in increasingly dynamic and complex environments. Bateson (1973) and others have distinguished different levels of learning. The learning is level zero when fresh imperatives arise, yet members fail to take corrective action (Bateson, 1973; Snell and Man-Kuen Chak, 1998).
Single loop learning occurs when error detection "permits the organization to carry on its present policies or to achieve its present objectives" (Argyris and Schon, 1978, p. 2). This kind of organizational learning manifests itself as a consolidation process, that is, changes in...