CHRIS ARGYRIS

Knowledge in Action. San Francisco: Jossey-Bass, 1993

MODEL I

  

 
Governing variables for action Action strategies for the individual and toward his/her environment Consequences on the individual and his/her environment

 

 Consequences on learning Effectiveness
Y Controls the purpose of the meeting or encounter. Design and manage environment so that the individual (Y) is in control over the factors relevant to him/her, not X. Advocate your (Y) position Individual (X) becomes defensive Self-sealing Decreased effectiveness
Y Maximize winning and minimize losing

 

 

 Own and control task (Y) Defensive interpersonal
and group relations (X)		 Little public testing of 
theories
Minimize eliciting negative feelings from X

 

 Evaluate the thoughts and actions of others (Y does so with X) Defensive 
norms		 Lots of saving face
Y maximizes rationality and minimizes emotionality (Y) Unilaterally protect others from being hurt (easing in by Y) Low freedom
 of choice, 
internal commitment 
and risk taking (by X)		 Little learning
or problem solving (except
about how
to protect self)

 

 

CHRIS ARGYRIS

MODEL II
Governing variables for action Action strategies for the individual and toward his/her environment Consequences on the individual and his/her environment Consequences on learning
Valid (confirmable) information Situations or encounters are designed to enable participants  to originate actions and experience high personal causation Individual is minimally defensive  Ownership and commitment
Free and informed choice Descriptive, paraphrase, unconditional positive regard, listening for feelings, seeking to understand from other's point of view Minimally defensive interpersonal and group dynamics Double-loop learning
Internal commitment to the choice and constant monitoring of implementations Task is controlled jointly

Protection of self is bilateral directed toward growth

 Learning oriented norms Frequent public testing of theories