Argyris’ Double Loop Learning
Exploring Learning that Transforms Thinking
This compilation is an educational resource developed by the British School of Coaching. This series is compiled as a foundational resource for coaches in training. Each article introduces a practical coaching tool or model, grounded in theory and supported by real-world application. Whether you’re preparing for ILM coaching qualifications or looking to deepen your understanding of best practice in coaching, this series offers research-informed insights to strengthen your coaching toolkit.
Chris Argyris (1976) introduced the concept of Double Loop Learning, a powerful theory that focuses on changing the underlying values, beliefs, and assumptions that guide our actions. It goes beyond surface-level problem-solving (often referred to as single-loop learning) and enables individuals and organisations to learn in a way that transforms mindsets and behaviours.
What is Double Loop Learning?
Double-loop learning is particularly relevant in complex, ill-structured, or evolving problems where traditional solutions are no longer sufficient. Instead of simply adjusting strategies to meet existing goals (single loop), double loop learning encourages questioning the goals themselves and the assumptions behind them.
This theory builds on the theory of action framework developed by Argyris and Schön (1974), which differentiates between:
- Espoused theory – what individuals say they believe or intend to do.
- Theory-in-use – what individuals actually do in practice.
Double-loop learning seeks to bring these two into alignment. When a gap exists between them, individuals must engage in a reflective process to uncover, challenge, and change their internal assumptions.
The Four-Step Learning Process
According to Argyris, the double loop learning process involves the following steps:
- Discovering espoused theories vs. theories-in-use
- Inventing new meanings
- Producing new actions based on revised understanding
- Generalising the results to new contexts
In double loop learning, these steps are applied recursively – each phase invites further reflection and questioning, fostering deeper insight and behavioural change.
Why This Matters for Coaches
For coaches and coaching clients alike, double loop learning is central to developing self-awareness and long-term behavioural change. It challenges individuals to reflect not just on what they do, but why they do it – and whether those underlying beliefs are still serving them.
In coaching conversations, coaches can support double loop learning by:
- Creating a psychologically safe space to explore assumptions.
- Using reflective questions that probe beliefs and values.
- Encouraging clients to test their assumptions in real life.
- Challenging self-fulfilling or limiting narratives.
Examples in Action
Argyris (1976, p.16) provides these illustrative examples:
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A teacher who believes her students are “stupid” unconsciously communicates low expectations. Her theory-in-use creates an environment where students underperform, confirming her belief.
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A manager who assumes his team is passive and dependent offers only directive guidance. His actions reinforce dependency, validating his assumption.
In both cases, the individuals must intentionally disconfirm their theories-in-use – by experimenting with new beliefs and behaviours – in order to break the cycle. This is the essence of double loop learning.
Key Principles for Coaching Practice
- Effective problem-solving in interpersonal or performance-related challenges requires regular, public testing of assumptions and behaviours.
- Double loop learning flourishes in environments where individuals can openly examine and experiment with their theories of action.
References
- Argyris, C. (1976). Increasing Leadership Effectiveness. Wiley.
- Argyris, C., & Schön, D.A. (1974). Theory in Practice: Increasing Professional Effectiveness. Jossey-Bass.
- Argyris, C., Putnam, R., & Smith, D. (1985). Action Science: Concepts, Methods and Skills for Research and Intervention. Jossey-Bass.
- Argyris, C. (1993). Knowledge for Action: A Guide to Overcoming Barriers to Organizational Change. Jossey-Bass.
- Schön, D.A. & Argyris, C. (1996). Organizational Learning II: Theory, Method and Practice. Addison-Wesley.
