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The purpose of this paper is to take an in‐depth look at the differences in learning based on the nature of the process, analysing the influence of CEO perceptions of personal mastery, shared vision, environment and strategic proactivity on the learning level.

This investigation drew up a structured questionnaire to better understand how CEOs face learning issues. A series of χ², t‐tests, Harman's one‐factor tests, correlations, and regression analyses were used. The hypotheses are tested using data from 239 firms located in Spain.

This investigation shows the influence of CEO perceptions of several strategic factors and capabilities (personal mastery, shared vision, environment and strategic proactivity) in single‐ and double‐loop learning and the influence of this learning level on organizational innovation and performance. It adds theoretical and empirical arguments to the two main learning levels in the literature.

The research provides empirical evidence that: personal mastery and a stable environment have a positive and significant impact on the generation of single‐loop learning; personal mastery, shared vision, ambiguous environment and strategic proactivity have a positive and significant influence on the generation of double‐loop learning; and both learning levels affect the generation of greater organizational innovation and performance.

This paper addresses doubts concerning the reliability of knowledge being created by double loop learning processes. Popper's ontological worlds are used to explore the philosophical basis of the way that individual experiences are turned into organisational knowledge, and such knowledge is used to generate organisational learning. The paper suggests that double loop learning may frequently create mistakes and fail to detect possible interesting lines of thought. Popper's work is used to suggest some solutions and an elaboration of the double loop learning process, but ultimately effective organisational learning is shown to depend on the undertaking of an epistemological burden by individuals above and beyond what is usually explicated in prescriptions for learning organisation and knowledge management.

Through a survey of firm’s experiences with strategic alliances and a structural equation modeling approach, the aim of this study is to stimulate further interest in modeling and empirical research in the area of N-loop learning. Although the concepts of single-loop and double-loop learning, in particular, are well established in the literature, limited research has been directed toward their empirical validation and finer understanding.

Based on a large sample of technology firms, a MIMIC model is proposed and tested with respect to the development of collaborative know-how via the adoption and conduct of different structural choices on how to deploy strategic alliances (single-loop vs double-loop approach). Results are cross-validated.

Based on the results of two structural equation models, the findings support the fit of the proposed conceptual model and the notion that, overall, the greater the extent of double-loop over single-loop learning, the higher the level of collaborative know-how derived.

The call for the empirical investigation of N-loop learning is met by providing an example of survey-based research. The possible benefits of “double-loop” over “single-loop” learning are modeled and tested empirically.

The purpose of this paper is to apply the organizational learning framework to the management accounting literature to better understand why management accounting innovations succeed or fail in organizations.

A theoretical framework integrating diffusion and organization learning theories is developed. Diffusion theory is used to describe the process whereby the innovation is implemented. Argyris' and Argyris and Schon's theory of organizational learning is used to describe the type of learning – single loop or double loop – required by the innovation. Finally, the works of Attewell, and of Schulz relating to organizational learning, and of Rogers and of Sandberg relating to adoption and diffusion theories, were utilized to identify and understand the potential pitfalls faced by managements implementing an accounting innovation.

The paper advances the notion that an organization's approach to learning and innovation should be of interest to management accounting researchers. The single‐loop (incremental/organizational development (OD)) and the double‐loop (radical/organizational transformation (OT)) learning influences the adoption (stage one) and diffusion (stage two) strategies that are appropriate for the design and implementation of management accounting innovations.

The paper makes an important contribution to the behavioral accounting literature by integrating sociological diffusion and organizational learning behavior literatures and relating them to management accounting research.

This paper aims to encourage greater clarity and stimulate further interest in thorough empirical research in the area of learning levels. The broader motivation here is to urge researchers to not only theorize but also undertake elaborate and much needed empirical work.

Part I of the study rests on a reflection and review of the literature concerned with “N-loop learning”, that is, the different hierarchical levels and stages of organizational learning.

The study provides some views and classification schemes on how to reconcile and think about different levels of learning. Some learning archetypes are identified that guide further reflection and elaboration on learning stages and hierarchies.

“N-loop learning” is introduced to encapsulate and systematize a vast array of views, models and levels of organizational learning. From zero learning and single-loop learning to quadruple-loop learning, a series of learning archetypes are presented. The case for a proper and clear nomenclature of learning levels is singled out. Finally, a strong case for empirical testing in this area is advocated.

The organizational learning literature distinguishes different levels of learning (zero learning and single, double and triple loop learning) in order to understand the complexity and dynamics of changes in policies, objectives, mental maps, and structures and strategies for learning. This article explores the case of an emerging new organizational design, the circular organization, in order to understand the role of triple loop learning. The circular model was developed on the basis of ideas about the relationship between organizational structure and behavior taken from theories of dynamic systems. Circular design precepts appear to provide a structural facilitation of single and double loop learning. In this respect, the circular design tends to act as a facilitating infrastructure for triple loop learning, that is, exploring the structural opportunities and key competences people need to participate in making well‐informed choices about policies, objectives and other issues.

This research examines the effects of the context on the relationship between work design, learning mechanism and total quality management (TQM). The exploratory study examines the differential effects in context on how human resources and their activities are strategically managed for achieving TQM. Two theoretical frameworks – activity theory and contextual learning theory – are concurrently used for analysis. Specifically, the manufacturing companies, the authors examine are (1) technology-intensive company which has bought technology from a global foreign establishment (MU1), (2) technology-intensive companies having their own technology (MU2) and (3) labor-intensive units (MU3) of varying organizational sizes.

This case study-based research consists of 27 in-depth interviews with managers and employees of different hierarchies in each manufacturing unit. The authors interviewed them using semi-structured questions that were pre-validated by five senior HR experts from the manufacturing industry. Document analysis, multiple site visits and website content helped triangulation. The data are coded and analyzed using Dedoose software for qualitative research.

Activity diagrams for each manufacturing unit provides task and interaction analysis. Within and cross-case analysis address complexity and challenges of contextual reality, influences on work design and learning mechanism. HRD executives must recognize that there may be well-differentiated learning behaviors that align with organizational strategy. The learning behaviors may not be well-differentiated and become very dynamic. This dynamism may be characterized by double loop and single-loop learning feeding into each other.

This study provides substantial practical implications for HRD and other managers in the manufacturing sector.

The new theoretical framework adds to organizational behavior studies through multi-level and cross-contextual approach. It informs strategic combinations and interactions between internal and external context, and learning needs implicating work design and TQM.

Introduces diversity management as managing the increased diversity of issues that confront humankind in contemporary organizational and societal affairs. Defines triple loop learning as being about the increase in the fullness and deepness of learning about the diversity of issues and dilemmas faced. Presents the contours of diversity management and triple loop learning. Sees the latter as the dénouement of single loop learning and of double loop learning. Provides a “quickmap” of the contours of diversity management and triple loop learning.

This paper aims to achieve fully intertwined knowledge and business processing in change processes. It proposes streamlining situated articulation work, value network analyses (VNA) and subject-oriented business process modelling (S-BPM) and execution to provide non-disruptive single and double learning processes driven by concerned stakeholders. When implementing knowledge life cycles, such as Firestone and McElroy’s knowledge life cycle, the agility of organizations is significantly constrained, in particular, when surviving knowledge claims should be implemented in the business processing environment in a seamless way.

The contribution is based on a conceptual analysis of knowledge life cycle implementations, learning loop developments and an exploratory case study in health care to demonstrate the effectiveness of the proposed approach. The solution towards non-disruptive knowledge and business processing allows stakeholders to actively participate in single- and double-loop learning processes.

The introduced approach supports problem and knowledge claim formulation, knowledge claim evaluation and non-disruptive knowledge integration into a business process environment. Based on stakeholder articulation, the steps to follow are: holomapping, exchange analysis, impact analysis, value creation analysis, subject-oriented modelling, business process validation and execution. Seamless support of stakeholders is enabled through the direct mapping of stakeholder and activity descriptions from value network representations to behaviour specifications (process models) on the individual and organizational layer.

Current knowledge life cycle developments and implementations can now be analyzed in a structured way. Elements of the proposed approach could be integrated in disruptive implementations to overcome current limitations of knowledge life cycles. However, further case studies need to be performed to identify hindrances or barriers of combining VNA and S-BPM, both on the technological and methodological layer. What works for expert service industries might need to be adapted for production industries, and tools or tool chains might need to be configured accordingly. Finally, the socio-economic impact of the approach needs to be explored.

The presented case study from health care reveals the potential of such a methodological combination, as cycle times can be reduced, in particular, due to the execution of role-specific process models in the respective business processing environment. It can be considered as a fundamental shift for existing change management procedures, as they require rework of the entire functional process models when addressing business processing. Now, stakeholder- or role-specific behaviour can be handled isolated and in parallel, without affecting the entire organization in case of modifications.

The proposed methodological integration has not been done before. It enables stakeholders to perform single- and double-loop change processes in a seamless way.

This is a case study paper. A major research goal of this study is to extend the existing theories of learning organization put forth in the 4I model by adding more complicated ideas to it. One minor goal of this research is to show that the first stage of organizational learning, “intuiting”, is the hardest to implement when starting a learning organization. Particular attention should be paid to this step, and with the addition of adult learning theory, the possibility of facing a negative situation should be reduced. A second less important goal is to explain how to assess organizational learning, and how the flow of single‐ and double‐loop learning takes place within a learning organization.

This study adopted a combination of qualitative and quantitative survey methods to study the effectiveness of the new mode of transformational activity practiced in Firm A.

Statistical evidence showed that the practice was successful. It solved the issue that expertise and top managers mostly protest against learning.

This paper brings a new and more adaptive perspective for building a learning organization upon existing organizational learning theories. Through this case study, the integration and transformation from tacit knowledge to explicit knowledge, intuition to institution (the 4i model), and individual level to organizational level are illustrated. The practices of single‐loop and double‐loop learning are also well depicted by this study.