Week 7 has been a rather hectic week for me as well as my group. We were pretty caught up with other obligations such as midterm tests and assignments. As a result, we did not have that much time or energy for the simulation. We did manage to meet up and tried to get as much done as possible. However, the results were nowhere near satisfactory. We are literally hanging by a thread and we have all decided that we will spend as much time as needed to fix the damages. For now and the weekend, I hope the readings of the week and external readings on the simulation might provide some ideas of what I need to do to save our firm from being taken over.
Synnott (2013) introduced us to a rather new concept, namely "double loop learning". A typical learning system involves 3 stages: identify the underlying assumptions; creating goals, values, and strategies; and assessing the results. When the results are out, one is required to get back to the second step without changing any underlying assumptions. The double loop learning system, however, requires one to go all the way back to the assumption making process and question whether any changes should be made to the assumptions. For instance, technological advances should be taken into account every single time the process of making underlying assumptions is revisited especially when modern technology is developing in an unprecedented speed. This model allows for more possibilities being deployed and is more practical since ones are no longer bounded by the underlying assumptions that may have changed over time.
Argyris (1991)'s article adopts an interesting perspective on learning. He states that successful people has less opportunities to learn from mistakes or failures, therefore they tend to have difficulties learning since they have developed a rather defensive mindset towards advice and criticisms. Therefore, the only guaranteed way of getting your opinion appealing to successful professionals is to present it as convincingly as possible. It means that your opinions have to be supported by reasons and purposes rather than mere perspectives.
Argyris, C. (1991). Teaching smart people how to learn. Reflections, 4(2), 4--15
Synnott, M. (2013). Reflection and double loop learning: The case of HS2. Teaching Public Administration, 31(1), 124--134. doi:10.1177/0144739413479950