Single-loop and Double-loop Learning

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Do curso por Korea Advanced Institute of Science and Technology

Gestão da cadeia logística: uma perspectiva investigativa

311 classificações

Korea Advanced Institute of Science and Technology

Gestão da cadeia logística: uma perspectiva investigativa

311 classificações

As a human being, we all consume products and/or services all the time. This morning you got up and ate your breakfast, e.g., eggs, milk, bread, fresh fruits, and the like. After the breakfast, you drove your car to work or school. At your office, you used your computer, perhaps equipped with 27” LCD monitor. During your break, you drank a cup of coffee and played with your iPhone. So on and so forth. You probably take it for granted that you can enjoy all of these products. But if you take a closer look at how each of these products can be made and eventually delivered to you, you will realize that each one of these is no short of miracle. For example, which fruit do you like? Consider fresh strawberries. In order for the strawberries to be on your breakfast table, there must be numerous functions, activities, transactions, and people involved in planting, cultivating, delivering, and consuming strawberries. Moreover, all of these functions, activities, transactions, and people are connected as an integral chain, through which physical products like strawberries themselves and virtual elements such as information and communication flow back and forth constantly. By grouping related functions or activities, we have a supply chain, comprised of four primary functions such as supplier, manufacturer, distributor, and finally consumer. A supply chain is essentially a value chain. For the society or economy as a whole, the goal is to maximize value, i.e., to create satisfactory value without spending too much. In order to create the maximum value for the strawberry supply chain, every participant in the chain must carry out its function efficiently. In addition, all of the members must coordinate with each other effectively in order to ensure value maximization. We have to face the same issues for almost all the products and services we take for granted in our everyday life, e.g., cars, hamburgers, haircuts, surgeries, movies, banks, restaurants, and you name it! In this course, we want to understand fundamental principles of value creation for the consumers or the market. We try to answer questions like how the product or service is made, how the value-creating activities or functions are coordinated, who should play what leadership roles in realizing all these, and so on. As our course title hints, we approach all of these issues from a learning perspective, which is dynamic in nature and emphasizes long-term capability building rather than short-term symptomatic problem solving.

Na lição

Learning Perspective

Learning is an essential part of any creative activity. In this chapter, we will learn what the learning capability is and its dynamics in supply chain management. We will also look into the learning propensity model and how the learning processes influence the performance of a supply chain system.

Learning Capability - Basic Definition7:06

Learning Capability - Dynamic Perspective10:33

Learning Capability - An Example I5:12

Learning Capability - An Example II6:53

Learning Capability - An Example III12:26

Cause-and-Effect Analysis7:58

Single-loop and Double-loop Learning12:28

Learning Dynamics - Learning Propensity Model10:39

Learning Organization for SCM13:42

Conheça os instrutores

Bowon Kim
Professor
KAIST Business School

I want to talk about, the theory from the recent researcher in learning.

There is a really famous professor in this literature

the [UNKNOWN] professor Angynis, chris Angynis.

His name here, Chris Angynis He

was a professor at Harvard.

And he was, actually a pioneer in action learning theory.

One of his well known theories is about single-loop versus double-loop learning.

Let me just give you an example.

Let's say, this example is from

the great professor [INAUDIBLE] was was at Harvard, and he

told a story that, let's say, in this room, we have a goal.

Our goal is to keep the temperature, keep the temperature at 20, 20 celsius.

So our goal is keep the temperature 20, but the problem is that

the temperature, Is not staying, steadily.

Let's say, when the temperature goes down, was

below 20, was below 20, we turn on the heater, we turn

the heater, we turn on the boiler.

And then the temperature will go up, right?

But then soon the temperature will go down

again and whenever the temperature goes down, we start

the boiler, we start the heater and then

the temperature goes up, and so and so forth.

So, it's not staying at the [UNKNOWN], it always goes

down, goes up, goes down, and goes up for traiting.

So, after why, I was a sort of of

exhausting, and I try to fix this problem once and for all.

So I look around the room, look around the room and then I found out that at the back

,at the back of the room there was a broken window.

ha!

That's the reason, that's the reason why the

temperature does not stay at the desired level.

And I decided that, I gotta fix the problem, so I

changed the window, the big window, I replaced it with the new one.

And then after

that, the temperature will temperature stays, at the desired level.

So I don't have to go up and down all the time.

What does this story tell you, about.

The fluctuation,

I mean, that I turning the boiler, I

turning the heater, that's kind of a symptomatic solution.

I deacted to the symptom,what about replacing

the broken window with a new one?

That sort of, solving a problem at a fundamental level.

And now let's think about this, model,

there are symptoms, right?

And this symptoms causes some consequences,

outcomes and usually we have goals.

In other words, if I say our goal is on keep this a room at 20 celsius.

And uh,the consequence is room temperature,room temperature.

And then I compare these two,

compare these two and if

there is a fit between the consequence in my goal, goal and outcome

then it's okay, I then force this all thing.

The other hand, If there is some

discrepancy or mismatch between my goal and

consequence it got [UNKNOWN] the problem, and

now let's say i directly treat this symptoms.

The symptom is my temperature goes up and own and

Corrective measures for symptoms is toning the boiler, right?

So I tone the boiler, I turn on the heater, and therefore, I eliminate the

symptoms, symptoms in this case going below, going down, below 20.

But as we can see in that example, this

one goes on and on and on and on, without, stabilizing solutions.

So it's always repeat, over and over again,no permanent solutions.

That's because, our corrective measures, stops, at symptoms.

And symptoms is the room temperature, you know, going

below 20 celsius, or the thermometer we observing.

So this is a sort of a short term and

symptomatic solutions, that cannot solve the problem at a fundamental level.

Then what about the depression, the broken window in the new one?

Chris said that's double loop learning, that's double loop learning.

Double loop learning,which is long term and fundamental.

In other words, whenever we see variances of discrepancy between my goal

and outcomes, I want to eliminate the good causes, not just the symptoms.

So I'll go to the this root causes in this case, broken window.

So I change the window, that's my fundamental problem solving.

Due causing, due causing and eliminate.

And as you can see, single loop learning is short

term oriented and double of learning is a long term oriented.

And one might say that the

double-loop learning is better than single-loop learning,

I would just say it the lone

that double-loop learning is important, but we may

not say that the double-loop learning is

more important than single-loop learning, or vice versa.

Let's say there is some old town, there is an old

town, where all these houses are mingled together,

meandering roads, and everything is old style, and

you know, old is, fire-safety is compromised, and so on and so forth.

And now there is a fire, there is fire there.

Then there are two approaches, right?

One is, oh okay we gotta, we gotta make a fundamental change there.

And therefore we probably need to, you know, build a new, a new facilities

or we straighten these goals and will probably the four

different electricity, accumulative electricity facilities.

Of course,

by doing so we may eliminate the due courses

of the fire at the [UNKNOWN] and all the time.

But you know, there is a fire burning there so you

gotta, you gotta extinguish it first right.

You gotta extinguish the fire first, even if you worry about, even

if you plan for the future, in other words on the one

hand, you have to think about the long-term double-loop learning,

and at the same time, you've gotta do something you have to do immediately.

The point is that, I cannot ignore one at the coastal gather.

You gotta apply these two, single of durny,

and double of durny at the same time.

On the one end we solve the problem right now, fire

fighting, and on the other hand, I have to plan for

the future, so that I destruct the whole town so that

it becomes more, you know, robust against any fire in the future.

And I will just say, that's the integrated learning, integrated learning.

And this matter, It's not just about singular corrective measures.

It's not just about double corrective measure It's both.

So,the question is how to allocate, how to allocate this resources into this chart.

So the question is not just about taking one major at the cost of the other,

but basically the question is about how to balancing.

How to balancing these two approaches, these two learning approaches.

These two

problem solving approaches, in an optimal balance.

So only one hand we deal with these a short term,

immediate problems, so we do the fire fighting, right now, and

at the same time we want to make sure that the same

problem does not repeat in the future, or necessarily so frequently.

So, you gotta think about the long term fundamental solutions

at the same time, I'll record that as integrate learning.

And uh,in the topics we learned in the context of supporting management

in the, in the you know next chapters on our next lecture.

This approach into a learning approach is

very important, In supply chain management on

one end you should not ignore the

immediate the most you know immediate problems.

If you cannot survive it today, there is no life in the future, right.

So you have to deal with the current problems and at the

same time you should not be obsessed with the current problems only.

You gotta have some extra resources, you gotta have some

people, you gotta have some, you know, time or attention.

There must be devoted to the [INAUDIBLE] fundamental

problems in other word the double loop learning.

How can I balance these two in an optimum and most effective way?

That's probably one of the very important goals, the manager must pray.

[BLANK_AUDIO]

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