Unit VIII Project
Socio-Cognitive Systems Learning Model* (Friesenborg, 2015, p. 9)
Sources: 1 Adams & Markus, 2004; 2 Kitayama et al., 2007; 3 Bandura, 2002; 4 Argyris, 2000, 2004, 2010; Argyris & Schön, 1996; 5 Schein, 2009; 6 Mezirow, 2003; Palmer, 2004, 2011; 7 Csikszentmihalyi, 2003; 8 Walsh, 2010; 9 Brehm, 2009. __________________________
* Friesenborg, L. (2015). The culture of learning organizations: Understanding Argyris’ theory through a Socio-Cognitive Systems Learning Model. Forest City, IA: Brennan-Mitchell Publishing Group.
Model II 4
Wholeness-Orientation: 6
Acknowledge & test assumptions4,6
to understand true self & other people6
© L
au ra F
riesen b
o rg
, 2 0
1 2
Model I 4
Espoused Values: 4, 5
Reflect cultural ideals
(Subconscious)
Real Values: Self-Orientation:
Egocentric desires & goals2
Model I 4
- Gain unilateral control4,8 Compete for recognition or
influence Accumulate social capital3 Threaten or punish (passive-
aggressive or aggressive) - Defend self & espoused values4
Blame4, 6 Fancy footwork4
(Subconscious)
- Evade assumption testing4 Make all this behavior
undiscussable4 Suppress negative feelings &
act as if rational4
Single-Loop Learning4
Model I 4
Dysfunction:
- Problem escalation4 - Pain & frustration4, 6 - Mistrust4, 6
(Subconscious)
- Resistance to productive learning & change4 Skilled unawareness of
self’s accountability 4 Self-fulfilling prophesy4
Learned Social Behaviors
O rg
a n
iz at
io n
In
d iv
id u
a l
Culture
Outcomes
In d
iv id
u a l
O rg
a n
iz at
io n
Culture
Values
In d
iv id
u a l
O rg
a n
iz at
io n
Culture
Double-Loop Learning4
Model II 4
- Include people & invite them to express their ideas & talents6,7,8
- Provide freedom to disagree9 - Discuss the undiscussable4, 6 - Gather data: Ask questions,
listen, & observe4, 6 - Treat people with respect6
Model II 4
Wholeness: 6
- Problem resolution4 - Productive learning &
change4, 6 - Peace6 - Trust6
© Laura Friesenborg, 2012
REFERENCES
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