BPMN3103

A NA GE M E N T
SEMINAR IN M
THINKING BY,

N M ADIH AH BINTI BAK R I [231707]

NURFATI
I [234567]
NUR NABILAH BINTI JASM
CHRIS ARGYRIS

HE IS A BEHAVIORAL SCIENTIST

EDUCATION:
BACCALAUREATE IN PSYCHOLOGY
MASTERS IN ECONOMICS
DOCTORATE IN ORGANIZATION BEHAVIOR
 BORN IN NEWARK, NEW JERSEY ON JULY 16, 1923
GRADUATED WITH A B.A. IN PSYCHOLOGY FROM THE UNIVERSITY
OF WORCESTER IN 1947
M.A. IN PSYCHOLOGY AND ECONOMICS FROM KANSAS
UNIVERSITY IN 1949
PH.D. IN ORGANIZATIONAL BEHAVIOR FROM CORNELL UNIVERSITY
IN 1951
 1960S: PROFESSOR OF INDUSTRIAL ADMINISTRATION AT YALE

1968: MOVED TO THE HARVARD BUSINESS SCHOOL

1971: BECAME THE JAMES BRYANT CONANT PROFESSOR OF EDUCATION AND

ORGANIZATION BEHAVIOR, A POSITION HE STILL HOLDS

CONSULTING WORK: IBM, DUPONT AND SHELL, ALONG WITH THE US STATE
DEPARTMENT, OTHER US GOVERNMENT BODIES AND SEVERAL OVERSEAS
GOVERNMENTS.
 CONTRIBUTION TO MANAGEMENT

THEORIES OF ACTION
ESPOUSED THEORIES AND THEORIES-IN-USE

SINGLE-LOOP AND DOUBLE-LOOP LEARNING

ORGANIZATIONAL LEARNING
Theories of Action
ESPOUSED THEORY: WHAT PEOPLE PROFESS TO BELIEVE

THEORIES-IN-USE: THE THEORY THEY ACTUALLY USE WHEN THEY TAKE ACTION IN
THE REAL WORLD

HE CONCLUDED THAT NO MATTER HOW GENUINELY WE BELIEVE IN SOME

APPROACH TO A SITUATION, BUT AT THE FIRST SIGN OF THREAT OR
EMBARRASSMENT MOST OF US FALL BACK ON A DEEP-ROOTED, MASTER
PROGRAMME OF BEHAVIOUR.
Theories of Action
THIS BEHAVIOUR IS CHARACTERISED BY A POWERFUL DEFENSIVE ATTITUDE AND
A TENDENCY TO BLAME OTHERS WHILST STRUGGLING TO MAINTAIN CONTROL
AND SAVE FACE

NOT ONLY DO PEOPLE SLIP EASILY INTO DEFENSIVE ROUTINES, THEY ARE TOTALLY
UNAWARE THEY ARE DOING SO.

THE EFFECTIVENESS RESULTS FROM DEVELOPING CONGRUENCE BETWEEN

THEORY-IN-USE AND ESPOUSED THEORY.
Model explaining the process of
developing theories-in use.

Linkage of our thoughts and actions.

Elements of the model:
Governing Variables (or values)
Action Strategies
Intended and unintended Consequences for self
Intended and unintended Consequences for others
Action Strategy Effectiveness

Single-loop and Double-
loop learning
Single-loop and Double-
loop learning
DEVELOPED ALONGSIDE DONALD SCHN
BASIS FOR MUCH OF ARGYRISS WORK
HYPOTHESIZED THAT LEARNING IS COMPOSED OF FINDING AN ERROR AND
CREATING A WAY TO CORRECT THE ERROR

THEORY DEALT WITH HOW WE PROBLEM SOLVE AND CORRECT ERRORS

MANY PEOPLE LOOK FOR ANOTHER STRATEGY THAT WILL ADDRESS AND
WORK WITHIN GOVERNING VARIABLES
 Single-loop
WHEN SOMETHING GOES WRONG OR FAILS, MANY PEOPLE SEARCH FOR ANOTHER
STRATEGY THAT WILL ADDRESS AND WORK WITHIN THE GOVERNING VARIABLES

THIS IS SINGLE-LOOP LEARNING

GOALS, VALUES, PLANS, AND RULES ARE ASSUMED AND ACCEPTED RATHER THAN
QUESTIONED

ARGYRIS SUMS THINGS UP IN THIS STATEMENT: SINGLE LOOPED LEARNING IS

LIKE A THERMOSTAT THAT LEARNS WHEN IT IS TOO HOT OR TOO COLD AND TURNS
THE HEAT ON OR OFF. THE THERMOSTAT CAN PERFORM THIS TASK BECAUSE IT
CAN RECEIVE INFORMATION, THE TEMPERATURE OF THE ROOM, AND TAKE
CORRECTIVE ACTION (INFED).
 Double-loop learning
ALTERNATIVE TO SINGLE-LOOP LEARNING INVOLVING
QUESTIONING THE VARIABLES OF THE PROBLEM THEMSELVES,
LEAVING THEM OPEN FOR CRITICISM

THIS LEADS TO ALTERING THE VARIABLES, SHIFTING THE WAY

OUTCOMES AND STRATEGIES ARE VIEWED

THIS CREATES ALTERNATIVES AND SOLUTIONS THAT WERENT

PERCEIVED AT FIRST
 ORGANIZATIONAL LEARNING

THE CONSTANT LEARNING OF PEOPLE WITHIN AN ORGANISATION, WHEN

REFLECTED IN THE WAY THE ORGANISATION ITSELF CHANGES AND DEVELOPS, CAN
REASONABLY BE DESCRIBED AS ORGANISATIONAL LEARNING - HENCE THE
TERM LEARNING ORGANIZATION

ARGYRIS AND SCHN FURTHER OPERATIONALIZED THEIR THEORY

FELT EACH WORKER NEEDED BUILD THEIR OWN VIEW OF THE THEORY-IN-USE OF
THE ENTIRE ORGANIZATION.

THIS GIVES WORKERS A BETTER UNDERSTANDING OF THEIR PIECE OF THE

PUZZLE TO COMPLETE THE IMAGE OF THE COMPANY
THANK YOU!